Out of this World Kids Club (Pre-School)
We are a pre-school and an afterschool club based with in a community centre, opposite St Oswalds primary school. We have an 8 place 2 year old room and a 24 place pre school room. We are open 8-3pm Monday to Friday 51 weeks a year. We also provide an afterschool club that is suitable for our 3-4 year olds if parents need longer hours as it is open until 6pm each day.
We also provide wrap around care for children attending St Oswalds primary school nursery, with pick ups at 11.30 and drop offs at 12.30 each day. Parents can came 30 hours of free childcare if they work which we are able to share with St Oswalds nursery to provide the wrap around care.
Who to contact
- Contact Name
- Pauline Jones
- Contact Position
- Childcare Manager
- 07522 970 713
Where to go
- The Joseph Lappin Centre
- L13 5TF
- Please contact provider for cost details.
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 15:00 Tuesday 08:00 15:00 Wednesday 08:00 15:00 Thursday 08:00 15:00 Friday 08:00 15:00
- Other Availability
- Our pre school is open term time only (38 weeks per year). We run a holiday club in the school holidays for children aged 3-5years
Arts and Crafts
Private Changing Area
Private Nursery Garden
Extended Services school
Sand and Water Play
Songs and Rhymes
- Ofsted URN
- Link to latest ofsted inspection report
- How does the setting know if children need extra help and what should I do if I think my child may have special educational needs?
We continually assess and review all children in our care in line with the Early Years Foundation Stage (EYFS) which is a legal framework written by the Government for all childcare professionals.
All children who are new to Out of this world are accessed within 6 weeks of starting to attain a baseline or starting point. This is then reviewed on a regular basis to access their progress. We produce a detailed evidence file which included photographs where possible of activities that demonstrate children’s learning against the EYFS elements.
Parents are briefed each day by way of a chat and then half termly meetings to demonstrate what has been achieved and a number of other key aspects relevant to their care. If the child is seen to have any special educational needs this will be reviewed over six weeks and we will then implement a play plan.
We produce a comprehensive planning sheet which is displayed on the wall on a regular basis which shows what their child has been doing and what they have achieved. Where appropriate the activities will refer to the EYFS elements.
We share termly reports with parents of all our pre-school children regarding their progress and development.
The two year old development check is completed with parents to review ongoing progress and identify any gaps in development which may cause concern.
The manager and deputy have between 10-15 years experience each with extensive child-development knowledge gained through regular training and working within the childcare profession, we use this knowledge, experience and expertise when making judgments and decisions about support.
Any concerns we have will be discussed with the parent, and with permission, would then speak to professionals to gain further specific advice.
If we have concerns about any child we would follow my Inclusion Policy.
- How will the staff in the setting support my child?
The child’s development is reviewed on a regular basis to access their progress. We produce a detailed evidence file which included photographs where possible of activities that demonstrate children’s learning against the EYFS elements.
All staff are involved in working with the child and helping the child to settle; however it will mainly be the child’s key person who will be primarily involved in drawing up a play plan for the child. The key person will consult with the parents and SENCO in what will go into
the plan. The plan will involve things to do at home as well as in the setting.
Each child’s progress is monitored through short observations every week and long observations between 4-6 weeks. The children have opportunities to explore with sensory play to stimulate their touch, taste, smell and hearing. The room has Visual timetable featuring picture cards representing the following activities: Registration/ welcome time,playtime in/outdoors ,snack time, in/outdoors, freeplay, music and movement, story time, home time.
All staff are trained regularly in house and with other training organisations to meet with the growing demand of the early years setting.
- How will the curriculum be matched to my child's needs?
All children are giving a key person when they start and the key person is responsible for planning for their individual children .The plans are developed through observation, and assessment and take into consideration the child’s interests and individual stages of development. Every week the key person will select something for the child to go onto the weekly plans. If the child needs extra help a play plan will be drawn up after six weeks and if the child improves another play play will be created. If the child does not improve within the six weeks we will contact the parents and the Special Educational Needs link worker in the Stoneycroft Children’s centre.
- What specialist services and expertise can be accessed by the setting?
All children are giving a learning journal on starting preschool. This is shared between preschool, home and the child. It has observations (written and photos) planning sheets and progress reviews (which are updated every 6 weeks) from the reviews we can share with parents how well the child is doing. Every child will have a two year check to assess whether there are any concerns or needs that need to be met.We also see parents on a day to day basis and if a parent has any concerns then parents can see staff at any time.
We work in partnership with the Quality Assurance team in Liverpool city council to set and the improve the standards of our setting in line with the standards of the local authority. We also work in partnership with the speech therapists and the special educational therapists.
We are also a member of the Early Years Consortia so that the manager can gain a partnership with other senior professionals in the early years setting.
5. How accessible is the setting?
We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parent and one parent families; some children have two parents of the same gender. Some children have close links with extended families of grandparents, aunts, uncles and cousins; while others may be more removed from close kin, or may live with other relatives or foster carers.
- We welcome the diversity of family lifestyles and work with all families.
- We encourage children to contribute stories of their everyday life to the setting.
- We encourage mothers, fathers and other carers to take part in the life of the setting and to contribute fully.
- For families who speak languages in addition to English, we will develop means to ensure their full inclusion.
- We offer a free places to those who are in need the most.
- We take positive action to encourage disadvantaged and under-represented groups to use the setting.
The setting is accessible for wheel chairs users through a ramp and wide fitting doors all around the building and the pre-school room. The room includes easily reachable shelves so all children can reach toys and equipment. All equipment and future is age appropriate
6.How will the setting support my child in transferring to the next stage of education?
When transferring from Out of this world to St Oswald we offer all the children an opportunity to visit the school with the company of their key person. The key worker will take over their files along with a transition form in order for the teacher to see where exactly the child is in their development file. We also work closely with other schools in Liverpool in the transferring period. Before the children started school we concentrate our medium term planning on school readyness so that the children get used to what school life will be like.
7. How are parents involved in the setting? How can I be involved?
With the number of lone parent families on the increase and the pressure of work commitments, life can be a juggling act for families with young children. Another factor to consider is the decline of the local extended family, and the opportunities for young children to enjoy quality time and interact with adults are not as plentiful as they might once have been.
Yet, as practitioners know, playing with children and talking and listening to them is paramount to their physical and mental wellbeing and development. The role of parents in nurturing their children's development doesn't end at their own front door parents also have an important role to play working in partnership with Early Years practitioners. As parents are vital to a child’s development we offer parents the opportunity to meet up with their key person and discuss their child’s progress regularly. We are now doing stay and play sessions were the parent can come in and get involved in their child’s learning on the last Friday of the month for the last hour of their session. We are also linked with Stoney croft children centre who offer services to users of our setting.
- Local Offer Age Bands
- Early Years (0 to 5)