All Stars Preschool
Sessional preschool offering childcare from 2 years to 4 years offering morning sessions Term Time.
If you wish to register a place or for further information please email us or use the contact form on our website.
Who to contact
Where to go
- Oakley Hall
- HP13 6RF
- Venue Notes
- Buses and trains very close.
- Central location/easy access to High Street.
- Table of costs
Table of costs Age Amount £ Cost Type 2 years 15.00 Per session All Ages 5.00 Per hour
- Cost Description
Fee paying children: £15.00 per session.
- Age Related Price Differences
For children without funding, fees are payable from 2 years until a term after their third birthday. Payment to be made the first week of every half term.
Additional payment for extended hours if required is £5 per hour.
- Immediate vacancies
- Vacancy range(s)
- From 2 years to 2 years (spaces available = 8) From 3 years to 4 years (spaces available = 8)
Parents are asked to pop-in (any day at 10am only please, so that the children's session is not disrupted). To register their place and to gain further information, for 2-year funding, please bring your reference number obtained from the council for verification. If you do not have one please apply online on Buckinghamshire Council website to see if you are eligible.
For 30 hours entitlement follow the details for HMRC eligibility checker and then bring the reference number along to register a place.
30 hours can be accessible at All Stars.
- 3 and 4 year old funding
- 2 year old funding
- Age ranges
- From 2 years 3 months to 4 years 11 months
- When is childcare available?
- Term Times
- No. of weeks a year we are open
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:30 12:30 Tuesday 09:30 12:30 Wednesday 09:30 12:30 Thursday 09:30 12:30 Friday 09:30 12:30
- Other Availability
Morning sessions: Access 15 hour entitlement from 9:30am to 12:30pm Monday to Friday. Other options also available.
- Pickups/Collections offered
- All Stars Pre School
- Ofsted URN
- Link to latest Ofsted inspection report
Though inclusive practice planned specific activities to match child's individual learning. Working in partnership with parents for best outcomes to support child's learning and development.
- Needs Level
- Communication and Interaction
- SEN Provision Type
- Universal service (No referral required)
Early Years Local Offer Response
- 1. What recent SEND specific training has been completed by practitioners in the setting?
- Initial SENco training.
- Nasen SEND training.
- Early bird.
- SALLEY Programme.
- 2. How are parents involved at the setting and how can I be involved?
- A welcoming inclusive setting with friendly approachable staff.
- Respecting confidentiality 7 individual needs.
- Inviting further professional advice with parental consent.
- 3. How will practitioners work with me to share information about my child's progress? What is additional for children with SEND?
- Individual tracking of child development.
- Assessment, monitoring, keyperson observations, prepare the journey of learning for each child.
- 2 and 3-year progress checks and consultations.
- Updating parents as and when necessary working in partnership to set goals for best outcomes.
- 4. What specialist services and expertise are available at, or accessed by the setting?
- Work alongside early years professionals, Integrated SEND Service, SALT and Occupation Therapy to address individual and additional needs to include autism, speech and language.
- Activities focusing on speech and language for example pals, Salleys programme and home learning.
- Allocated SENco assisted by other staff or key person to achieve the next steps.
- Carry out APDR monitoring to focus on an individual child with regular reviews.
- Attend SENco liaison group meetings for updates and discussions.
- 5. How accessible is the setting's environment (indoors and outdoors)?
- Setting is easily accessible.
- Sensory and quiet areas with specific planned activities as required.
- Use of Makaton and use of speech and language website for specific activities.
- Consider needs for English as an additional language.
- Daily outings for outdoor learning (library, museum and gardens, soft play, walks, church and many more.
- 6. What are the transition arrangements for supporting children and families?
- Schools and setting transition through teacher visits, forwarding child records.
- Liaise with families and professionals as required for a smooth transition.
- Assist parents who speak English as a second language with information and assist with forms if necessary.
- 7. What future plans does your setting have for developing its SEND?
- Always reviewing and updating resources to improve for individual needs.
- Update training for staff to enable teamwork for best outcomes and progression.
- Continue to work closely with parents to assist the child while at the setting.
- Last Updated
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