Starting at PreSchool:

We value each child as an individual - so settling in is based around the child's needs.  We observe each child and adapt our behaviour, toys and layout to which best suits your child.  Each child is given a key person to help support them to settle and prevent avoidable upset during this transition period.  We collect information from parents based on their child's likes, dislikes, fears and achievements.  We use this information to help support your child, and develop their social skills, play and learning.  We ask all parents complete an All About Me Document on Tapestry (you will receive a welcome invite via email when your child starts).

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Observe, Assess, Plan, Do
At Jack and Jill’s we recognise that children learn through play- developing independence, social skills, problem solving and so much more.  Therefore, we give children plenty of time for free flow play to explore their surroundings, to play and develop relationships.  To ensure we get to know our children well, and provide maximum opportunities to learn, we use 'In the Moment Planning'.  We achieve this by observing children in their play, we assess the levels they are working at and where the child can benefit from our support. We then plan how best to step in to support their development and learning further. To develop a child's learning, staff may introduce further resources, encourage deeper thinking through questioning, making suggestions- why don't you try to build a tower as big as you? or encouraging co-operative, social play - such as a turn-taking, or finding the solution to a problem that has upset the child (such as wanting the toy another child its playing with).  At Preschool we pride ourselves on identifying barriers to learning quickly and efficiently, acting straight away to put corrective support and interventions in place.  This may include introducing your child to Attention Autism group work sessions, 1-2-1 adult-led planned activities or supporting them in their play.  We monitor the impact and effectiveness of the support we provide, working closely with parents/carers at every stage.  We review and adapt support as needed (Observe, Assess, Plan, Do, Review).

Support and Education
 

At Jack and Jills we follow the EYFS to meet the needs of children in our care and use guidance from Birth to 5 Matters to ensure children are supported as a whole. We offer three levels of support for our children.

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All children have access to a Universal Provision, where learning opportunities are plentiful and we adapt, making reasonable adjustments to support children to access learning and meet their full potential. Communication and Language support is a crucial part of the support we provide, as it ensures effective communication, cognitive development, and critical thinking. It fosters problem-solving skills and adaptability, and therefore contributes greatly to essential lifelong learning.  As a result, communication and language underpins everything we do.   We teach all children the Core Word Curriculum, teaching children new words each week and the corresponding makaton signs. Children also all have access to the Communication and Language Programme Wellcomm.

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If children require further targeted support, interventions such as Early Talk Boost groups and Attention Autism sessions may take place - supporting children to develop their speaking, listening and attention skills, while inspiring awe and wonder, developing skills needed to access different resources, teaching patience and turn taking.

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Some children will also need Personalised Support through careful planning and broken down targets, access to the Curiosity programme, 1-2-1 sessions to develop attention, hand-eye co-ordination, bilateral and problem solving skills.  To develop independence skills and problem solving. Children at this stage may have access to private speech and language therapists, dieticians, physiotherapy, occupational therapy, Educational Psychologists and Bexley Early Autism Service.  Jack and Jills will also support parents through the Education Health care Plan Process if needed. all children will receive a 2 year old progress check and Transition Reports when going into school, however the transition process for children receiving Targeted and Personalised support will have a more robust Transition process to ensure the move over to school is smooth and support the child needs will be put in place.  Children receiving Targeted Support will also have access to external professionals if needed and referral processes.