Sweethearts Preschool offers high quality childcare for all children aged from 2-4 years.
We accept all types of government funding for 2, 3-4 year olds including 30 hours free childcare as well as fee paying spaces.
Who to contact
- Contact Name
- Emma Kattenhorn
- Contact Position
Where to go
- Sweethearts Preschool
68 Elm Grove
- PO11 9EH
- Accessible changing, Wheelchair access, Level access, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Table of costs
Table of costs Amount Cost Type 15.00 per session
- Session (3hrs) £15 Additional hours £5 Late collection (3pm - 3.30) £3
- Referral required
- Other notes
We are a fully inclusive setting and offer spaces for all children, we cater for any additional needs.
Time / Date Details
- When is it on
- Open Mon to Friday, term time only from 9am to 3.30pm
- Time of day
- Session Information
We offer sessions from 9am to 12
12pm to 3pm and additional late pick-up 3pm to 3.30pm
- Contact Name
- Emma Kattenhorn
- 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?
All prospective parents/carers are invited into Preschool where you can have a look around our setting, meet the team talk through any questions, this is the ideal time to raise any concerns you may have, we can book additional meeting is required.
During this induction you will be given a form called an 'All about me' this focuses on the current level of your child's development, likes and dislikes and both parties the opportunity to share any information to help support your child and their current needs.
Each child will be allocated a Keyperson who gives continuous care and support while they are with us here at Preschool, we pride ourselves on building good relationships with our children which helps build their self esteem and confidence. Your child's Keyperson will liaise with parents and support your child's needs through thoughtful planning, observing and evaluating. the key person is responsible to track your child's development and share any concerns during termly meetings.
All our team are available to offer support and reassurance, we offer an 'Open door' policy and encourage parents/carers to share any concerns.
We have 2 qualified SENCO (Special educational need co-ordinators) who monitor the children and Victoria is our named SENCO lead who will work closely with any outside agencies.
- How will early years setting/school/college staff support my child/young person?
The manager of the setting decides the allocation of sessions for your child and applies for additional funding for extra support as needed. The SENCO's will liaise with you and any outside agencies involved and the key person in order to monitor your child’s progress. Individual education plans (IEPs) or behaviour plans are drawn up in consultation with all who are involved with your child. You will receive a welcome pack which contains relevant policies and information. This includes a home link book and registration form on which can be recorded information to assist transition from home to pre-school. The amount of support is tailored to fit the individual needs of your child. One-to-one assistance or small group work can be arranged. Annual parent questionnaires are sent out to monitor the effectiveness of the service we provide. Your key person will work with you in deciding and implementing your child’s next steps. The SENCO's, your key person and the manager are always available to explain the educational plan for every child. We work closely with the Services for Young Children Area Inclusion team and SENCO support meetings are regularly attended. Thomas Outreach Project (TOPS), an early years intervention for children with an Autistic Spectrum Disorder, Portage as well as Specialist Advisory Teachers are utilised to assist in a child’s next steps. Each child has a learning journey folder which is compiled by their key person. This gives a written and pictorial record of their journey through pre-school.
- How will the curriculum be matched to my child's/young person's needs?
At sweethearts Preschool we use IEP'S and behavioural plans to inform all those involved with your child, this plan will help with physical, social and cognitive development. Regular observations and record keeping will be carried out by your child's keyperson and kept in your child's individual journal. The planning for each session is ‘child led’, so that the curriculum is built around the children’s interests; with guidance from your child’s key person as to their individual next steps. Our setting allows children to explore and investigate with adult support whilst ensuring their safety and extending their learning. One-to-one support is available if your child requires adult input to ensure their own or others safety. Our speech and language co-ordinator is able to work with any children who have a language concern. We follow any guidance given by the speech and language therapist.
- 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?
Twice yearly meetings are held as a chance for us together to share your child’s progress. The key person, SENCO's and manager are available to be spoken to at any time. IEPs or behaviour plans are reviewed with you, the key person and SENCO's at appropriate intervals as agreed. External agencies involved with your child are able to visit the pre-school to observe or work with your child. The setting uses the ‘Early Years Foundation Stage’ to record developmental progress https://www.gov.uk/early-years-foundation-stage. Useful information and contacts is displayed on the noticeboards around the setting. Home link books are provided for you to share with us your child’s interests and tell us all about your family and any relevant information.
- What support will there be for my child's/young person's overall well being?
The key person is responsible for ensuring your child is safe and secure; both emotionally and physically throughout the transition from home to pre-school and later to full time education. We maintain an inclusive service. The preschool is checked before each session for safety. Behaviour plans are put in place as required. Time lines, sand timers and visual time lines are used if needed. All our team are trained in paediatric first aid. All medication is stored in a secure place. A record book is kept of all medications held and dosage, time of administration is recorded and signed by you.
All team are DBS checked, and team are regularly updated with safeguarding training. The pre-school policies include child protection and special educational needs. No student or parent/carer may accompany children other than their own to the toilet. Any disclosure made by a child is treated in line with our child protection guidelines. Allergy and dietary information is posted near the snack/lunch area, on the lunch trolley and in the office with a photograph of the specific child to inform all team.
- What specialist services and expertise are available at or accessed by the setting/school/college?
All our team have a wealth of experience and have undergone level 2, 3 Early Years Child Care and Education, and both managers hold a level 4. We have team trained in Makaton (a signing method of communication, supported by spoken language,). We have two staff qualified to deliver the ICAN Early talk Boost Program. Our SENCOs are trained in Makaton and Thomas training. The pre-school liaises with the Area Inclusion Team, Speech and Language Therapists, Specialist Advisory Teachers, Portage and Educational Psychologists, and other professionals in order to support our children.
We have experience of working with looked after children. We have a qualified Designated Safeguarding lead.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Training is undertaken to equip team with the necessary knowledge as the need arises. All team have attended an introduction to Makaton, this is a language programme designed to provide a means of communication through signs, to help children to understand and be included, and this is always supported by spoken language. The speech and language co-ordinator has trained in speech and language development and the ICAN Early talk Boost Programme and operates small language groups. Courses on behaviour management and Thomas training have been completed. All team will work closely with you and outside agencies to learn specific skills to support children with additional needs.
- How will my child/young person be included in activities outside this classroom including school trips?
All outings undertaken by the pre-school are within our local area. We use parents and carers help as well as team, with one adult to two children unless one to one is required. A risk assessment will be carried out prior to any outing. All areas visited are wheelchair/buggy accessible. The pre-school has a Christmas and summer party to which all children are invited; dietary and allergy information is held and implemented as needed.
- How accessible is the setting/school/college environment?
The building is wheelchair & buggy accessible. There is an accessibility toilet available within the preschool building and a disabled parking space. Guidance from specialists would need to be sought if specialist equipment is required. There is a quiet area which can be used for small group work. English as a second language is catered for by the Ethnic Minorities and Travellers Achievement Service (EMTAS) http://www.hants.gov.uk/education/ema.htm who help with translation of information for parents. We provide: books, posters and culturally appropriate items whenever possible.
- 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 that the appropriate equipment and care will be in place to make entry into the pre-school as smooth as possible. Visit sessions are arranged when you and your child can visit the pre-school to familiarise yourselves, with the room and team prior to attending. For transition teachers and SENCOs from the receiving schools visit the pre-school to meet the children. We also take the children to story and play sessions in the school we are attached to. We have cluster meetings with all the local infant schools, nurseries and preschools. termly. Review meetings will be held regularly during your child’s time at our pre-school, with the Key Person, SENCO, yourselves and all other professionals involved in your child’s care. From these, decisions could be made to support children’s transition to specialist schools if required. For children requiring extra support to access their local main stream school an Inclusion Partnership Agreement (IPA) is set up in collaboration with the pre-school, the feeder school and you to ensure the transition is as smooth as possible. Information is shared with the feeder school that is relevant to the transition. Your child’s learning journey folder may be shared.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children receive up to 570 hours per funded year of free early years education the term following their third birthday or 1140 per year if in receipt of 30 hour funding. The pre-school includes children who are in receipt of 2 year old funding, which is accessible to families on low incomes. Additional funding can be claimed for children with special educational needs (SEN) or (DAF). The funding is allocated to enable the child to achieve their full potential, possibly one to one support, specialist equipment, and appropriate toys to aid development or the creation of pictorial support aids .This is decided upon through consultation with all who are involved with the child.
- 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 he or she starts at the pre-school. Decisions are made through consultation with all parties involved with the child’s care; this includes you, specialists, as well as the pre-school’s SENCO's and key staff. If your child has no diagnosis but you have expressed concerns or the key person has identified a problem at the 2 year check (which is carried out during the child’s first term) then a meeting will be held with you to explore ways of supporting your child. Observations and behaviour records are carried out and shared with you on a regular basis. The amount of support is dependent upon your child’s needs and is decided through consultation between the manager and SENCO. The SENCO's draws up an Individual Education Plan (IEP) in collaboration with you and the key person; this is reviewed each half term. At the review the impact of the support will be assessed and moderated as appropriate. Monitoring of progress is carried out termly and recorded; to ensure that the curriculum is ensuring progress in all seven areas of the Early Years Foundation Stage.
- How are parents involved in the setting/school/college? How can I be involved?
We offer an open door policy and encourage all parents/carers to come in share any relevant skills/ hobbies.