Well established group, well known to the local community. Smooth transition to Infant school. Enthusiastic, dedicated staff. happy children. Rural environment with access to nature trail through woodland. Dedicated building with wheelchair access Above legal requirement adult/child ratio to allow targeted support.
Who to contact
- 02380 292791
Where to go
- SO40 7ED
- Accessible changing, Secure environment, Wheelchair access, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 18:00 Tuesday 08:00 18:00 Wednesday 08:00 18:00 Thursday 08:00 18:00 Friday 08:00 18:00
Role play dressing up
Messy Play Area
Arts & Crafts
Both indoor and outdoor activities
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 27/03/2017 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties
- Has Provision
- Experience with
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age Ranges
- 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Ashurst Pre-school is an inclusive early years setting that provides education for children from 2 years to school age. Staff are trained to support the diverse needs of all children and provide a nurturing and secure environment for all. The setting works closely with the local authority to provide the best possible experience for all children and families who access Ashurst Pre-school and do this in a number of ways which support the individual needs of each child.
- Contact Name
- Glenda Thornley
- Contact Telephone
- 023 80292791
- Contact Email
- PECS, Makaton
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
If a child has additional educational needs we try and find out as early as possible to ensure that we meet the needs of the child. We have registration forms, home visits and pre-school settling visits to support families and to gain as much information on the child to support their learning. If a child is identified as needing support after starting the pre-school then observations and assessments are completed and shared with the family as soon as possible. Speech and language referrals are completed with the consent of the parent/carer and if necessary, a consent form gained for area inclusion support from Hampshire services for children.
- How will early years setting/school/college staff support my child/young person?
Your child’s key person will plan activities and support around your child’s individual needs, tracking their development and reviewing their progress termly or as required. The group’s special educational needs co coordinator (SENCO) will liaise with the parents, child’s key person and if involved, any outside agencies. The SENCO will ensure the key person is supported and will regularly review progress of your child. There will be visits to the pre-school with your child prior to their start date (settling in sessions), an “All about Me” booklet for your child and a home visit. These are all opportunities to help get to know your child and to share parents’ concerns and answer any questions. The SENCO liaises with the area inclusion co-ordinator (INCO), attends regular support meetings and co-ordinates transitions into school. We do regular language box groups to support speech and language.
- How will the curriculum be matched to my child's/young person's needs?
Every child is different .The pre-school follows the Early Years Foundation Stage Curriculum as a guide to your child’s care and development. Activities to assist your child’s learning and development will be organised by their key person, SENCO and parents. Progress will be evidenced on tapestry (learning journey programme) and a Personal Development Plan will be written to support learning both in the pre-school and in the home. The Plan will be discussed regularly to review your child’s progress.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Tapestry compiled by your child’s key person include observations and assessments and photographs telling the story of your child’s progress. These journals are shared with the parents continuously. The key person or SENCO can discuss your child’s progress and how you can help at home. They can also signpost you to additional outside support. The pre-school send out monthly newsletters, either by email or paper copy. Information about planned activities and how parents can help at home are also sent out and posted on the group’s notice board. We offer parents/carers evenings and stay and play sessions which involve the family. A parent can request a ‘Communication Book’ in which parents or pre-school can add regular comments. At a parents request the key person can also email any information required. The pre-school email is firstname.lastname@example.org, We also have a website www.ashurstpreschool.co.uk where additional information can be found.
- What support will there be for my child's/young person's overall well being?
Ashurst Pre-School operates from 2 dedicated nursery units with a disabled toilet, ramp and access to the outside play area. Medicine can be administered with parental consent. The pre-school has policies in place to support behaviour, special educational needs, disabilities and inclusion. Trained staff work as a team to support a child with behaviour difficulties however if necessary extra support can be brought in. Daily risk assessments, both inside and out are carried out to ensure your child is kept safe from harm.The pre-school has a high staff to child ratio and most have current First Aid qualifications. Questionnaires are sent out to families to gather information about the service provided as well as enquiring about their child’s current interests and which activities they enjoy most at preschool. Small group activities are held throughout the session to support language and turn taking. Nutritious snacks are provided and healthy lunch boxes encouraged. At additional costs a hot meal may be ordered from the onsite school kitchens
- What specialist services and expertise are available at or accessed by the setting/school/college?
The Manager has a foundation degree in early childhood and is working towards a BA qualification. 1 staff member has a level 6, 1 staff member has a level 4, 9 members of the pre-school staff have appropriate childcare qualifications in level 3 or above; including training in safeguarding and first aid. 1 members of staff is working towards a level 3 qualification and 2 have a level 2. 1 member who works as an assistant is unqualified. The group’s SENCO has attended SENCO training, Portage, speech and language and Makaton (sign language). *Portage is a service devoted to supporting children and families with behaviour difficulties 1 member of staff have completed autism training (Thomas). The SENCO attends termly support meetings organised by the Area Inclusion Officers. The pre-school has strong links with the local infant school and other early year’s settings. It has worked with Portage and speech and language.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
2 Members of staff are still training towards SEND having completed most of the training. The Manager has a foundation degree in Early Years and has achieved a leadership and management diploma. All staff hold a current paediatric first aid certificate and have accessed safeguarding training. The SENCO has SENCO training. Half of the staff have completed on line training for behaviour management.
- How will my child/young person be included in activities outside this classroom including school trips?
Activities are differentiated to meet children’s individual needs and resources can be accessed independently. If required extra staff can be brought in to support your child or to replace your child’s key person on the staff rota to enable them the time to support your child. Questionnaires are sent out to families asking if they have activities they would like us to plan into our routines. The pre-school has an annual trip to the local farm and supported by their parents/carers and staff. We have walks to the post box and have access to the schools nature trail. The pre-school has an active parent committee. The pre-school runs from a 2 dedicated nursery units which includes an accessible toilet and access ramp. A visual time table can be used to help children settle into routines.
- How accessible is the setting/school/college environment?
Ashurst Pre-school is a purpose built nursery unit with access ramp and accessible toilet. In 2017 we purchased an additional building on site and we use this for children who will be starting school that year. The SENCO has been trained in visual timetables and picture exchange communication (PECS). For families and children whose first language is not English the pre-school can access the support of EMTAS (Ethnic Minority Traveller Achievement Service). We risk assess and complete health care plans for children who may have additional health needs or disabilities and have a parent/carer folder to access additional support and advice.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
The pre-school has a settling in policy. Parents and children are invited in for ‘taster sessions’ and a home visit prior to the official starting date. Most parents usually choose to visit for 2 sessions; however there are no set rules. The setting will work with the parents and children in order to meet their individual needs. ‘All about me’ books are offered to the parents to fill in for their child; these include photos, likes/dislikes and particular “worries” of the parents. Children are allowed special toys or comforters to help them settle. The child’s key person will build a special bond with the families and we have a co-carer system in place. The pre-school is situated on the Foxhills School’s campus and has close links with the infant school. Informal visits throughout the school year aids smooth transitions. The pre-school also has links with other infant schools in the surrounding area. The pre-school will provide children with an Inclusion partnership agreement if needed to support them with transition to school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Most resources and activities within the pre-school can be differentiated to meet children’s individual needs and stages of development. We have a new discovery area where sensory resources are encouraged and accessible at all times. We also have regular planning meetings to make sure children's interests are included and used to support children's learning.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s key person and SENCO will observe your child and decide on whether your child will benefit from additional support, either specialist resources or adult support. A Personal Development Plan is discussed between SENCO, key person and parent. This will be reviewed regularly to see what impact the support has had on your child and what should be put in place next.
- How are parents involved in the setting/school/college? How can I be involved?
Ashurst Pre-school is a committee run voluntary organisation. The parent committee role is to fund-raise, oversee the running of the group, liaise closely with the group’s Manager and support the setting in delivering the best service possible. Parents are invited in for play sessions or to share their expertise with the staff and children. Questionnaires are sent out to families asking for suggestions for activities/resources as well as reflecting on the service provided.