Skip to main content

Lightcliffe Pre-School

A Pre-School Learning Alliance early years provison.


Who to contact

Contact Name
Sheree Wilson
Contact Position
Setting Manager
01422 207930

Where to go

c/o The Annexe, Christ Church Hipperholme site
Wakefield Road
West Yorkshire
Children's Centre Reach Area
Wellholme Park
Lower Valley

Bus route

Other Details


Contact Provider for Costs?
Mornings (4hrs) 9am – 1pm @ £16.00 or 4hrs funding (This includes the lunch hour children can bring a packed lunch or purchase a hot meal at additional cost (approx £2.50 per meal) Afternoons (3hrs) 1pm – 4pm @ £12.00 or 3hrs funding Add on hours are 8am – 9am @ £4.00 or 1hr funding 4pm – 5:30pm @ £6.00 or 1.5hr funding Full day 8am – 5:30pm = £38 or 10hrs funded Full day 9am – 4pm = £28 or 7hrs funded


Age Ranges
From 2 years 0 months to 5 years 0 months

Inclusion Information

Wheelchair Access

Has Provision

Special Needs

Has Provision
Experience with
Physical impairment
Will adapt to cater for children with special needs. We have close links with the Pre-school Learning Alliance.

Dietary Needs

Has Provision
Experience with
We will cater for any special diets with help from parents.

Cultural Provisions

Has Provision
Experience with
Open to all children regardless of religious or cultural background.

Childcare Information

Vacancy Details

Have immediate vacancies
Vacancy range(s)
From 2 years to 5 years (spaces available: 14)
Details of vacancies
Call for details of current vacancies.
Date updated

Age Range

2 years 0 months to 5 years 0 months.

Funded Places

Offers Tax Free Childcare
3 & 4 year old funding
2 year old funding

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 16:00
Tuesday 08:30 16:00
Wednesday 08:30 16:00
Thursday 08:30 16:00
Friday 08:30 16:00
Open Space
Art and Craft activities
Accredited Early Education Provider
Visit & Outings
Climbing Frame
Book Corner
Out-door Play


Provider drop off / collection service

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Local Offer

Local Offer

Local Offer Response

Pre-school prides itself in being a welcoming environment which makes good parent partnership with all families.
All children are assessed and observed, next steps are planned to enable children to make progress. Children’s interest is key to learning. Interests are followed and monitored in the child’s learning journal using the Early Years Foundation Stage as a guide to development milestones. Additional needs such as behaviour support is done though sensitive support and practitioners being consistent.

• Track progress and identify any additional needs or resources needed
• Experienced team with a wealth of knowledge in early years
• Staff positive approach to attending relevant training
• Good team work
• High staff ratios.

Tracking children’s development and taking into consideration children’s experiences and developmental stage practitioners make formative and summative assessments which highlight any additional needs.
The setting considers that it is successful at making appropriate differentiation in order to include all children in every experience provided in our setting.

Practitioners reflect and discuses with parents and other professionals concerns to plan next steps to enable children to progress.

Lightcliffe Pre-School has high expectations for all children, in reaching their full potential.
We promote positive parent partnership and work together in enabling children.
The team have had experience with children with autism, communication problems and genetic disorders; these have been managed within the setting.
Pre-school has an experienced SENCO who is familiar with new practices SEND and has worked with in a multi-disciplinary team.

Pre-School has worked closely with other professionals which include Portage, SALT, Early Years support teachers, Occupational therapy, Physiotherapy , ADS team, Local SENCOs in primary schools, health visitors. Quality ISO’s
If a concern was raised the SENCO would talk with the prime care giver to agree the next steps for example who to contact Portage – provide a brief outline of areas of concern.

Using evidence from tracking learning, pre-school makes adjustments to activities so the child is able to participate.
• Next steps are planned so that the child is able to enhance their learning
• All practitioners are experienced working with children with additional needs and work as a team sharing their knowledge.
• Working with parents and including them.

• Child centred approach – working within a multi disciplined team
• Ensure all those involved with the child work together – good communication
• Strong parent partnership
• Special organisations – e.g. Pre-school learning Alliance Toy library
• Dcatch Funding.

In the setting practitioners provide a positive role model which supports children to meet their individual needs.
Pre-school encourages independence by breaking tasks down into achievable targets.
In addition the prime areas of the EYFS are targeted into specific groups groups:
PSE group target skills such as sitting ,focusing on a given instruction, listening and sharing
Physical groups encourage gross motor skills turn taking communication. Pre-school buys in additional expertise in facilitating development children’s physical skills( supported by Provision)
Experienced in supporting SALT programmes.

We support children with multiple and complex needs by having an understanding their individual needs which is initially done through parent partnership. This is done through experienced in special educational needs team. Pre-school considers it has an excellent working relationship with all agencies involved.

Parents are welcome to discuss any concerns at any time.
A brief verbal handover is carried out at the start and the end of session
EHCP’s are reviewed half termly with other agencies and parents are invited to attend and contribute to these meeting.
Regular staff meeting where all practitioners are encouraged to contribute to child’s progress.

Transition Policy.
Liaise with other setting or primary school.
Visits to schools.
Make a transition book – learning journey.
Using role play, books, circle time, photos.

We measure our effectiveness by the child’s progress
EYFS tracking
E.H.C.P are discussed with parents, staff and multi agencies (if applicable)
SEND Code of Practice
Parents evenings

Attending any relevant training offered through various agencies i.e Calderdale and DCATCH
Peer observations
Experienced staff: 50% of staff have SEND training
Using other professionals to gain advice and expertise
Regular staff meetings cascading learning back to whole team

Parents can talk to their child’s key person or Pre-School leaders at any time.
Parents can contact the Chair person either verbally or via letter/e-mail.
Compliments and complaints policy.
Children’s learning journey’s are accessible for parents to contribute to.

Back to top