Who to contact
- 07861 379239
Where to go
Denmead War Memorial Hall
Hambledon Road, Denmead
- PO7 6PW
We are a large hall with a garden attached
- Accessible toilets
- Immediate vacancies
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 14/07/2022 Inspection (Early Years Register) Good
- Has Provision
- Has Provision
- See Website
- Has Provision
- Cultural and Spec. Diet. Needs
- Age group - Age range: 5.5 per hour
- 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
Weekday All Day
- Contact Name
- Gillian Marks
- Contact Telephone
- Contact Email
- Local Offer Age Bands
- Early Years (0-4 years)
- 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?
In early years education it is important to not label a child but we will support you and guide you to seek advice and help from professionals.
- How will early years setting/school/college staff support my child/young person?
Each Key Person plans activities based on the individual needs and interests of your child. They track their development and complete assessments termly, which are overseen and monitored by one of the Pre-school Leaders. We hold daily language groups for a small number of children. These ‘Chatterbox” sessions are designed to encourage and develop speech and language. Before your child starts an ‘All About Me’ leaflet will be given to you to complete. This helps us initially to understand the stage your child is at. We have a designated Special Educational Needs Co-ordinator (SENCo), who is familiar with the SEN Code of Practice, monitors records and ensures they are kept up to date regarding information about your child’s learning and progress. The SENCo liaises with the Services for Young Children Area Inclusion Co-ordinator (InCo) and other professionals, attends professional SEN support groups and coordinates transitions to Infant School.
- How will the curriculum be matched to my child's/young person's needs?
We understand that each child is unique. We take into consideration your child’s progress and we plan and support the child at its own pace. We take time to really get to know and understand your child– their likes and dislikes and plan activities with this in mind. Our Special Educational Needs Co-ordinator (SENCo) and Behaviour co-ordinator (BeCo) help children who need extra support. Progress will be evidenced in your child’s Learning Journey and other record sheets, which we use to track development. Individual Target Plans are used for each child. Observations and assessments are on going and are freely available for you to view on the secure Tapestry site.
- 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?
Your child’s Key Person will complete observations and assessments, which informs their planning for your child. They also complete tracking sheets based on information found in the ‘EYFS’. This is available to view [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf here]. If required an Individual Target Plan will be drawn up with you to help support your child in specific areas. External agencies can be brought in for further support with your agreement and you are always invited to attend these meetings. We ensure that you are kept up to date with your child’s development through daily discussions, the observations and records kept on the secure tapestry software and termly progress meetings. There is also an opportunity to attend a more formal meeting at our Parent’s evening held annually in March. If you are unable to attend the Pre-School or have limited time we are able to share progress through a home-link book or speak with you on the phone at a time to suit you. We have a library of home learning packs, which can be borrowed, to support your child’s learning at home and your Child’s Key Person will always be happy to recommend ideas for activities to do with your child at home. All staff are currently undertaking 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. We also run a small daily ‘Chatterbox’ session designed to help children with limited speech.
- What support will there be for my child's/young person's overall well being?
At Denmead Pre-School we offer an inclusive service. We are happy to administer medicines prescribed by a doctor with parental consent. All medicines are kept secure and away from the children. A child with behavioural difficulties will be supported by all staff. The Pre-School Behaviour Co-ordinator and the Key Person will put an Individual Target Plan together for the child with your agreement. We have policies to support special educational needs, disabilities and inclusion. The child, their family, the area Inco service and possibly other agencies such as [http://www.hantslocaloffer.info/en/Hampshire_Portage_Plus_Service Portage Plus] (a service for families of children with behavioural difficulties) will work with us to ensure the child receives all the support required. A child would never be excluded. Our Pre-School is set in a hall. We are on one level with easy access to and from the building. There is a disabled toilet. In the garden outside there are grass and large tarmac areas. We encourage all children to have a voice and often ask them what they have enjoyed doing that day and activities they might like in the future. We have a comprehensive safety policy covering all aspects of the Pre-School. Staff complete risk assessment checks daily both indoors and outdoors to ensure complete safety. In the Pre-School we have lots of visual aids and use choice boards when appropriate. Emotions and feelings are discussed regularly to help children understand their own feelings. Small language groups are held during each session to encourage language development.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Denmead Pre-School have eight members of staff. One member of staff has an Early Years Foundation Degree a level 5, one a level 4 and 6 other staff hold a level 3 certificate in childcare. We have two fully trained Special Educational Needs Co-ordinators. All staff have undertaken Makaton basic training (a signing method of communication, supported by spoken language.) Currently seven members of our team are qualified in Paediatric First Aid and one member of staff has advanced Safeguarding level 4 training, one a level 3 and all other staff have undertaken e-learning courses in Safeguarding Children.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have 2 fully trained Special Educational Needs Co-ordinators, one of which has training in Speech and Language development. Language groups are run daily to help children with speech delays. All staff have basic Makaton training which we use regularly throughout the day. This is a language programme designed to provide a means of communication through signs – this is always supported by spoken language. Seven members of our team are qualified in Paediatric First Aid and have undertaken Safeguarding training, one member has been trained in Advanced Safeguarding level 4 and one other has a level 3.
- How will my child/young person be included in activities outside this classroom including school trips?
All children can access our outside area. Some of the area is laid to tarmac and the rest is grassed. Before a trip takes place we always ensure a complete Risk Assessment has taken place. Any trips and Pre-School events are advertised through our Newsletters and website www.denmeadpreschool.co.uk . Parents and carers are invited to attend. Depending on their need children will have a one to one support worker (their Key Person) when outside of the Pre-School. Visual timetables can be used to prepare your child and explain what is going to happen on the outing.
- How accessible is the setting/school/college environment?
The main hall at Denmead Pre-School is fully wheelchair accessible. The back of the hall leading into the garden via a small room does have a step down but a ramp could be used to overcome this issue. The acoustics in the main hall are not ideal for all children as it can be quite loud on occasions. However the small room at the back can be used for small group activities. Located around the hall are various visual aids, which help to show routines and types of activities available. Dual language books in their own language would be purchased if a child’s second language were English. We do have access to an interpreter if required. Guidance from specialists would be sought if specialist equipment were required. There is an accessibility toilet with nappy changing facilities.
- 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?
In consultation with yourself and other agencies involved with your child we will ensure the appropriate equipment and care will be in place to make entry into Pre-School as smooth as possible. Visits to the Pre-School before your child starts are encouraged and we invite you to meet your child’s Key Person and complete all paperwork a month or so before your child starts. It is always possible for the Special Educational Needs Co-ordinator and your child’s Key Person to visit you and your child at home at a mutually agreeable time if required. If your child needs to move schools or when it is time to attend Infant School, we will ensure the school are fully aware of your child’s needs and development. This is usually done in the form of a meeting, which will include as many people as possible who have dealings with supporting your child. Teachers from our local Infant School (Denmead Infant School) also visit us in the summer term to discuss friendships and relevant information for those children due to leave us in July. The Infant School also arranges various meetings for you to attend with and without your child during the summer term.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Special Educational Needs (SEN) funding is allocated to your child where appropriate. The majority of time in the early stages of the funding it would usually support your child with one to one time with their Key Person through the week. However, we do also take into consideration any equipment/activities, which would benefit your child during their time with us. We would usually take advice from specialists supporting your child but you would also be involved in deciding what could be purchased.
- How is the decision made about what type and how much support my child/young person will receive?
If your child has already had a diagnosis then a meeting will be held before your child starts at our Pre-School. Decisions are made through consultation with all parties involved with your child’s care; this includes you, specialists, as well as the Pre-School’s Special Educational Needs Co-ordinator and Key Person. If your child has no diagnosis but you have expressed concerns or your child’s Key Person has identified a possible concern, then a meeting will be held with you to explore ways of supporting your child. If additional support is required this is done with the help of the local Inclusion Co-ordinator. An Individual Target Plan is written for your child with parental input. This is reviewed over a term to learn what impact the support has had on your child and what should be put into place next. Monitoring of progress is carried out on all children termly and recorded to ensure they are progressing in all seven areas of the Early Years Foundation Stage.
- How are parents involved in the setting/school/college? How can I be involved?
Parents and the Key Person work together on their child’s learning and development. Meetings are held termly to discuss recorded progress but we have an open door policy, which enables you to talk with your child’s Key Person at any time before or after a session. We are always happy to give you ideas of activities to support your child’s learning at home and we have a supply of Play Packs, which can be borrowed. You are encouraged to share any specialist ability or interests with the Pre-School such as nursing, playing an instrument, gardening or cooking which would be of interest to the children. We invite you to attend sessions as a parent helper and to complete a volunteer’s observation form making any suggestions to help improve or benefit the Pre-School. We hold Stay and Play sessions each term where we invite parent's to attend. Questionnaires and/or comments forms are sent out termly asking for your valued opinions. We also have a comments/suggestion box available for you to post any suggestions anonymously.