Who to contact
- 07867 542988
Where to go
Recreation Ground, Botley
- SO30 2ES
- 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 09:00 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 15:00
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 15/06/2018 Inspection (Early Years Register) Good
- Age Ranges
- 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
- How will early years setting/school/college staff support my child/young person?
Our SENCO plans and oversees all support needed for any child within the pre-school. The Key Person works with your child to ensure that progress is being made by following an Individual Education Plan which is devised by parents, the SENCo and Key Person. This is usually done through a language group (Chatterbox Group) and small group work and is completed as often as your child’s needs determine. The SENCo carries out half-termly focused observations during Chatterbox Group to track progress. We liaise with any outside agencies such as SALT, Portage, EP’s etc to ensure working together on the same targets. We contact parents of children with additional needs at least once every half term to discuss the progress and next steps. The daily feedback is given verbally at the end of the session. We Also operate an open door policy where parents are invited in at any time, especially when an outside agency comes in to work with their child to ensure they get an opportunity to discuss progress and concerns. The SENCo reports to the Preschool Manager and the Committee about the children with SEN and disabilities’ progress and any additional support/ resources they may need. The staff team discusses children’s needs at every staff meeting (once per term).
- How will the curriculum be matched to my child's/young person's needs?
At Alphabets Pre-School we use the Statutory Framework for the Early Years and Foundation Stage. For more information on the EYFS please go [https://www.gov.uk/government/collections/early-learning-and-childcare-guidance-for-early-years-providers here]. We plan activities for each individual child to ensure we are using their interests to support the areas of their development and that the developmental milestones are achieved. Each child has an Individual Learning Plan drawn up specifically for them by their Key Person. The learning intentions are set by the Key Person, the parents and the child themselves. All group activities are monitored by the Preschool Manager and Deputy Manager and differentiated to suit each child’s needs. All children are able to access the activities and are encouraged to do so. However, if they choose to do something else they are allowed to leave the group time under adult supervision. The level of supervision and support will also be differentiated based on the activity and the children involved and their needs. All of this ensures that every child is included and able to learn at their own level and at their own pace.
- 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?
We are committed to support all parents with their children’s needs and development and are available for you to discuss your concerns and offer support or practical advice. Every child has a Online Learning Journal called Tapestry which we fill in with typed words and photographic evidence of their progress. Next steps are identified and shared with you during termly Parent Consultations or more often if required. The Learning Journal is available for you to see and we actively encourage you to contribute to it using an online method. Record of Development is updated regularly to get a view of children’s stage of development and areas that may need more support, taking into account your contributions and comments and our own observations. If your child has additional needs and they have an Individual Education Plan (IEP), we will communicate with you every half term to discuss progress and the next steps we want to add to the IEP. We also offer parents consultations once a term and for children who are aged two we carry out a 2-year-old Check these are done by the child's key person.
- What support will there be for my child's/young person's overall well being?
The Manager and Deputy Manager are responsible for children's safety and the child's key person has a responsibility for the child's welfare and needs. Policies and procedures are in place to ensure that children are safe, secure and appropriately educated and cared for. All necessary risk assessments have been carried out and a health and safety check is done every day. The managers are responsible for administering all medication. All medicines are stored in a transportable box for when we go on outings with the child's individual care plan, behind the locked door. We keep a record of every administration of a medicine on site. All staff are DBS checked and are required to have up to date safeguarding training, this can be a level 3. Behaviour Coordinator works with staff and parents to support children with behavioural needs and challenging behaviour. We put strategies in place to support them and the other children in the setting by including them in all activities in an appropriate way. Children may be given a behaviour plan to outline the support offered. We review this along with parents/carers.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have links with many different specialist services due to some of our current children on roll receiving support. If we do not currently have links with a service your child needs to access we would ensure we contact relevant outside agencies or professionals. We currently work with Speech and Language Therapist, SALT, Educational Psychologists (EP’s), Children’s Centre, Area InCo, our local Early Year’s Advisory Team and Portage.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Training is undertaken to equip staff with the necessary knowledge as the need arises. The staff attends in house training that meets the needs of all children in the setting at the time. All our staff members are minimum Level 3 Early Years Childcare and Education qualified.The SENCo attends regular Area InCo briefings and training to keep up to date with the legislation and to make links with outside agencies. Our Manager is also a trained SENCO. Some of the staff have attended an induction to Makaton training – this is a language programme designed to provide a means of communication through signs, to help children to understand and be included, this is always supported by spoken language. The SENCo has been trained in speech and language development and operates a daily language group (Chatterbox). The SENCo has received 'Thomas' training (autism).
- How will my child/young person be included in activities outside this classroom including school trips?
>The majority of outings undertaken by the preschool are within our local area. Any outing further a field will be organized in advance and written parental consent obtained. All of our activities are adapted to ensure all of the children will be able to access them. When going out of the preschool we alter the ratio to ensure we have a higher number of staff to adequately supervise the children and we base this ratio on individual children’s needs to ensure they have enough support to take part in the outing. We seek help from parents and volunteers to ensure appropriate levels of supervision when necessary. A visual risk assessment is carried out prior to any preschool trips to ensure everyone’s health & safety will not be compromised and that we have the correct number of staff to adequately supervise the children. If the risk assessment estimates that an outing or some elements of it might be dangerous or too difficult for your child to cope with and fully enjoy, we will ask for your assistance and participation.
- How accessible is the setting/school/college environment?
Alphabets Preschool is situated in a spacious Scouts Hall attached to the buildings of Botley Centre within Botley Recreation Grounds. The hall is on the ground level with an easy double door access. There is one step leading in/out of the back garden. The room has a low ceiling with roof windows. There are no windows in the walls. There is a small kitchen with a small window and split door that is locked during the day and children have no access to it. There is a toilet in the room for children to use with two cubicles and two sinks. We have step stools, small toilet seats and a potty to encourage independence in self-care and hygiene routines. The nappy changing area is situated in the staff/visitors toilet. The disabled toilet is outside the room, in preschool’s foyer. The Botley Centre has a large free car park with marked disabled bays. We are open to adapting our environment to suit any child’s additional needs.
- 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?
We encourage all children to visit their school before starting. We try to work closely with the school/new setting and invite them to come in to see the children at Alphabets. For children with SEND we would liaise with the school to arrange more visits and organise a transition meeting. During the summer term, all children starting school in September attend daily “Big Alphabets” meetings where an adult leads activities that introduce the children to “big school” life. These are literacy and numeracy activities, opportunities to practice self-care like getting dressed or putting own shoes on or paying attention at circle time and taking the register. We also have many books on starting school in our book corner. Some schools provide transition leaflets and we look at them with children regularly. We will give school as much information about your child as possible and in July we will send a written summary of their development. If your child has SEND we may arrange an IPA or Transition meeting to get all of the professionals working with your child together to ensure the school or new provision knows how best to support them and what they may need to put into place before your child starts with them.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children attending a session are together in one room. The key person and our SENCo will ensure that your child’s routine and activities are adapted to his/hers needs. The routine is flexible and all children’s individual needs are considered when planning daily activities. If a child needed additional resources we would ensure these resources were in the room for them to access freely. We ensure that all children with SEND needs are met to the best of our ability with the funds available.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s key person, SENCo, Area InCo, parents and any other outside agencies will discuss what support would be appropriate for your child’s needs. We will monitor how well the support we have put into place is helping your child and the progress they are making through regular observations, reviewing targets on IEPs and looking at how much progress they make. We have regular meetings with parents to discuss the child’s development. We may take away the additional support if we feel that your child has made significant progress and is no longer in need of the support.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents to be as involved in the preschool as possible. There are many ways you can be involved such as contributing to your child’s learning journal and their individual planning. We also have a home learning tree where parents can write on the apples and we share these wow moments with the rest of the group at discussion times. Also parents are welcome to come to the preschool to help us with specific activities, or simply stay and play. We hold lots of social occasions and evenings that parents are encouraged to attend such as Meet and Greet Evenings, Christmas Party and Nativity, Summer Fete, open mornings and Graduation Party; and we hold regular parents’ consultations. We formally survey all parents every term to find out their views on all aspects of the preschool. Alphabets Preschool is managed by a committee of parents. Every parent/carer is welcome to join the committee and take an active part in decision making and the managing process. We are always striving to work in partnership with our parents and it is something we are continuously trying to develop and encourage.