We cater for a wide rural population
Who to contact
Where to go
Wherwell Pavilion, Wherwell Playing Fields
Longparish Road, Wherwell
- SP11 7JP
- Sensory area, Accessible changing, Physical adaptations, Accessible toilets, Hearing Loop
- 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 14:45 Tuesday 08:45 14:45 Wednesday 08:45 14:45 Thursday 08:45 14:45 Friday 08:45 12:30
Visit & Outings
Messy Play Area
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 05/01/2017 Inspection (Early Years Register) Good
- Has Provision
- Has Provision
- Experience with
- Caters for children with special needs.
- Has Provision
- Has Provision
- 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
- Braille, Makaton
- How will early years setting/school/college staff support my child/young person?
Our Pre-School’s SENCo and Key Carer will work together to plan your child’s Individual Education Plan (IEP) within which we would ask for input from you (the parent). If other qualified staff within the Pre-School are needed, for example the BECo, they would also be involved in this process. It may be beneficial for your child to be included in our language groups, small group work or in specific planned developmental activities throughout the time they spend at our setting. We will also liaise closely with any outside agencies involved, such as SALT, Portage, OTs, EPs etc to ensure we are all working together on the same targets to give as much support to your child as possible. For every child with special educational needs we will have regular meetings with you to discuss their progress and next steps. These are usually once every six weeks, and this time we would invite you (the parent) and to come into the Pre-School to attend the meeting. Parents are also invited into the setting at any time that an outside agency comes into Pre-School to see your child. Our SENCo will regularly update all other Pre-School staff on your child’s special needs and progress. This will ensure that everyone involved in your child’s care is able to support their needs.
- How will the curriculum be matched to my child's/young person's needs?
Within our Pre-School we follow the Statutory Framework for the Early Years Foundation Stage (EYFS). We plan activities that are based around your child’s individual interests. In larger group situations activities will be differentiated to suit your child’s needs and stage of development. All of this ensures that every child feels included and able to learn at their own level and is able to access the curriculum. We will ensure that your child is supervised and supported whilst undertaking these activities. For more information on the EYFS please go to: https://www.gov.uk/government/collections/early-years-foundation-stage
- 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?
Chilbolton Pre-School assesses each child’s development through 2 and 3 year old progress checks; this is how we monitor and adapt targets to maintain and challenge a child’s developmental progress. Every child has a learning journal in which we write activities, observations, photographs, learning links from home, WOW moments and next steps. This ensures that we have a holistic view of your child’s development taking into account their development both at home and at Pre-School. We also hold termly Key Carer meetings and these are an opportunity for parents to come to see their child’s achievements and to discuss their next targets. At these meetings we would also discuss your child’s additional needs and IEP if they have one. We have an open door policy and parents are able to come in and visit at any time.
- What support will there be for my child's/young person's overall well being?
During every session we ensure that we have sufficient trained Paediatric First Aiders in attendance. We also ensure that all of our staff have the relevant. Safeguarding training and are made aware of regular updates to our Safeguarding Policy. Senior staff will ensure that the rest of the team are aware of any medical conditions a child in attendance may have, and how to manage a potential situation should it arise. For example– use of an Epipen for a child suffering an allergic reaction. We encourage the children within our setting to voice their own opinions and to contribute to their learning and development. Our planned activities take into account each child’s needs and interests. Our Behaviour Co-Ordinator (BECo) works with staff and parents to support children with behavioural needs. Children may be given a behavioural plan outlining support needed. Strategies would be put into place to ensure that the child’s needs are met. Small language groups are held daily to encourage positive language and social skills and to build self-confidence.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have strong links with the following specialist services: SALT, EPs, Lanterns Outreach, Portage, Area INCo, local children’s centre, early years advisory team, visually impaired specialist teachers, English as an additional language (EAL), Ethnic Minority Traveller Achievement Service (EMTAS). Along with this external support on offer a number of our staff have been trained in Makaton, and have attended training relating to visual impairment in children. As a result we use visual aids and signs within the setting for children who are currently in our care.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have a fully qualified SENCo, 2 designated BECos, who have completed ‘positive approaches to challenging behaviour’ training, a number of staff are qualified in the use of Makaton (signing to support children with limited or no speech) also a number of staff have attend a Visual Impairment course. All staff in our setting are either NVQ 3 qualified or working towards their NVQ qualification. Our SENCo is currently awaiting the opportunity to attend Thomas training (a course designed to support parents and practitioners of children on the Autistic spectrum). Our Senco has also attended the latest training relating to the Local Offer.
- How will my child/young person be included in activities outside this classroom including school trips?
>We ensure that all of our activities/trips are able to be adapted to ensure that every child is included and is able to access them in their own way. When engaging in such activities we would lower the ratio to ensure we have enough staff to adequately and safely supervise the children in our care. In the event that we felt your child’s safety or well being could be compromised we may ask for you to accompany them. A full risk assessment is carried out prior to any trips or events held to ensure that no child’s health and safety is compromised.
- How accessible is the setting/school/college environment?
Chilbolton Pre-School is a single level building with access to a same level outside area. This offers a free flow environment that is fully accessible to all children attending. Our outdoor area offers a safe and secure environment for all children to play in. Visual aids are used around the Pre-School to enable children with limited communication skills to access all areas. For example we used Makaton signs for Toilet, Handwashing etc. Resources are available for families who may not use English as their first language.
- 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?
Each child will receive a home visit from their Key Carer before they start at our setting. This enables us to see the child within their home environment , enabling us to be aware of their needs and interests. A ‘Welcome Pack’ is provided during this visit and we encourage parents to look through this with their child. This will help with familiarisation, as included in the pack are photos of the staff and areas within the Pre-School. A settling in process is discussed and agreed with parents, as we are aware that every child’s needs are different and children settle at different rates. Initially we may recommend shorter sessions until your child feels confident within our setting. As a child leaves our setting to start a new setting or school we ensure that we will do our best to fully support this transition. We do this by inviting new teachers to visit the child whilst in our environment and to share their individual learning journals between child and teacher. We also read stories about new schools, involve the children in school-based activities such as role play and accompany children on visits to their new school if required. If your child has SEND we may arrange an IPA or Transition Meeting for all of the professionals working with your child to get together to ensure the new provision knows how to best support your child and what they may need to put in 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?
Within our setting we have a main hall which leads into our role play room, we also have a separate room for small group activities and language groups. We ensure that any additional funding we receive is used appropriately and is used for a child’s specific SEND needs We currently have a child in our care who is visually impaired, and to enable us to support this child we ensure the layout of the main hall remains the same each session to aid his accessibility. Our outside area has also been adapted with the use of barriers and padded foam protectors around brickwork to ensure safety. The toilet area is fully accessible at all times for all children.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s Key Carer, SENCo, Area INCo. Parents and any other outside agencies will meet to discuss what support is required for your child’s individual needs. We recognise that each child is unique and will need different types and levels of support at different times. Your child’s IEP will be regularly reviewed, and adjustments made, to ensure the support we are giving is helping your child to progress and develop.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents to be as involved as much as they possibly can be, as we recognise that good communication between home and Pre-School is most beneficial for your child’s development. Parents are asked to bring in WOW moments from home, photographs from home and we also complete a Home to School book to ensure information is shared. By holding regular Key Carer meetings, parents have the opportunity to comment on their child’s development and to put forward ideas they may have for future development. We regularly invite parents to our ‘Information Sessions’ on topics such as Early Years Foundation Stage, Positive Parenting etc Parents are always made welcome if they would like to engage in any activities within the Pre-School. Parents are asked to complete an annual questionnaire which gives them the opportunity to comment on any aspect of our Pre-School.