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Jigsaw@St John’s Preschool

We aim to provide high quality care and education, tailored to meet the needs of the individual child in a safe environment whilst building secure relationships with families.

Who to contact

Contact Name
Sue Millar
07919 478645

Where to go

Jigsaw@St John’s Preschool
Abshot Road,
Titchfield Common
PO14 4NH
Accessible changing, Secure environment, Wheelchair access

Other Details


Age Ranges
2, 3, 4, 5

Local Offer

Local Offer
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?

We implement a two year old check if your child joins us before their third birthday. This enables early identification of development needs so that any additional support required can be put into place as soon as possible. Every child is assigned a key person. The key person works closely with the child ensuring that every child’s care is tailored to meet their individual needs and to offer a settled relationship for the child and to build a relationship with their parent/carers. All children’s progress and development is monitored against known milestones, through observation and assessment. Any concerns or support needed is raised and discussed with the parent/carer and we encourage regular ‘chats’. We have an open door policy so parent/carers are encouraged to pop into the setting as and when. Once a concern has been raised and parents consent sought, the setting will liaise with outside professional agencies where appropriate. We are governed by the Early Years Foundation Stage(EYFS) which outlines the learning and development, assessment and safeguarding and welfare requirements that all early years providers on the Early Years Register must meet to ensure children learn and develop well and kept healthy and safe.

How will early years setting/school/college staff support my child/young person?

We have a named Special Educational Coordinator (SENCO) in the setting. This person is responsible to oversee the welfare and individual needs of the child, ensuring the child is valued and supported, any reasonable adjustments are put into place, coordinating reviews, monitoring and evaluating the effectiveness of inclusive practice which promotes and values diversity. An individual educational plan may be put into place and agreed by the key person, SENCO and parent. Small, measurable, agreed, reasonable targets will be put into place to ensure the child meets the objectives agreed and progress will be monitored. We have regular contact with our Area Inclusion Officer who supports the setting with certain procedures and we will contact other professionals and signpost, give guidance and offer assistance to parents where support is needed.

How will the curriculum be matched to my child's/young person's needs?

We work in partnership with parent/carers, to promote the learning and development of all children in our care to ensure they are ready for school. We plan for the individual child through their interests and next steps. Adult – led activities are planned to assist the child in reaching their next steps (objectives). Each child has a key person file which shows the child’s learning journey, progress and development route through the Early Years Foundation Stage (EYFS). Whilst observing the child we acknowledge the way in which each child engages with other people and their environment, this underpins the learning and development across all areas and supports the child to remain an effective and motivated learner.

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 value working in partnership with our parent/carers and having open channels of communication. Practitioners are always available to discuss their key children with the parent/carer with a daily handover if necessary. We offer a formal key person / parent appointment twice a year and encourage all parent/carers to attend this; alternative appointments are made if requested. Key person files are available to take home and parents are encouraged to be involved in the planning process. All next steps are displayed in the setting. Home link books are set up for working parents who are unable to visit the setting on a regular basis. A record of development summary is completed three times a year and used as a tracking tool as a periodic record of development as well as an overview of curriculum sheet recording individual areas of the EYFS.

What support will there be for my child's/young person's overall well being?

Pre-visits to the setting enable discussions regarding children’s needs and transition procedures for the child. If a child has a medical condition, a care plan will be put into place along with an individualised risk assessment. Any medicines are kept securely and administered by trained practitioners at the signed request of the parent/carer. Training will be provided by an accredited source if it is needed (for example – Epi-pen). We have a named Behaviour Coordinator (BECO) who is responsible to oversee behaviour and implement a behaviour plan if support is needed. A physical handling and behaviour policy ensures clear guidelines are in place and adhered to. At least two first aid trained staff are in the setting at any one time. Any support offered is tailored to the child’s individual needs; this may involve small workshops or one-to-one time whilst in the setting. A safer recruitment process ensures all staff have a valid DBS certificate (Disclosure and Barring Service) References are also sought.

What specialist services and expertise are available at or accessed by the setting/school/college?

We can access a range of specialist services for support, guidance and advice this may include: Speech and Language Therapists, Area Inclusion Officer, Portage, EMTAS, Simon Says and Children’s Centre’s, Community Nurses and Outreach Services.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

All practitioners have been trained by a portage representative in ‘Positive Interaction’ and taken part in the Behaviour Management training. At least two practitioners have recently been trained in ‘Positive approaches to challenging behaviour’ and Thomas Training has been accessed. Practitioners are familiar with Makaton and it is used as and when required. Our named SENCO regularly attends the cluster meeting where knowledge is shared and updated.

How will my child/young person be included in activities outside this classroom including school trips?

>If needed the setting will be adapted where possible to meet the child’s needs. A risk assessment will be carried out to ensure the children’s safety and if needed extra staff will be provided. Parent consent is sought before every outing and parents are welcome to lend a hand if they wish to.

How accessible is the setting/school/college environment?

We have wheelchair access to the building and disabled changing and toilet facilities. Some practitioners have been Makaton trained offering visual support within the environment, and visual timetables are in the setting and used for the individual child. We would collaborate with the relevant agencies to support families who’s first language is not English(EMTAS).

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?

Parents are invited to settle their child into preschool as they see fit. This will vary depending on the children’s needs. We have good links with the feeder schools, offering visits for the children accompanied by their key person between June and July, where they are offered shared play with Year R .Transition meeting are also arranged and conducted to pass valuable information about the child. Designated teachers from the feeder schools also visit the children in the setting and information is shared. The Record of Development Summary (RDS). We have school uniforms in the role play corner to familiarise the children with the uniforms and invite the children to bring in P.E kits to learn the necessary skills of getting changed and to be school ready.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Funding may be available if appropriate with parental agreement. If available the funding would cover the cost of specialist equipment/ resources or extra support for the child. This funding is then monitored.

How is the decision made about what type and how much support my child/young person will receive?

Initially a key person may flag a concern to the SENCO having completed observations and assessments. An Individual Educational Plan would then be completed and discussed and agreed with the parent/carer. This would be reviewed every six weeks with the parent, key person and SENCO. Progression is reflected in continued IEP plans and the child’s next steps. Once consent from the parent is agreed, involvement from outside agencies will be accessed if necessary.

How are parents involved in the setting/school/college? How can I be involved?

Any new parents are invited to become ‘Directors’ of the preschool. This offers parents the opportunity to play an active role in the decision making which takes place behind the scenes. This is always advertised on the newsletter. We hold coffee mornings and special events whereby parent/carers are invited to join in. Our registration form asks parent/carers to inform us of any skills they may have to share within the setting – for example a parent may be a policeman and feel happy to talk to the children. We have key/person parent days twice a year inviting the parent/carers in to discuss their key files, an open door policy , a parent comment book and a celebration apple system the parents are familiar with to heighten the child’s self-esteem. We provide regular newsletters, information letters and have a website.

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