Brookside Pre-School Ltd
Who to contact
Where to go
- GU14 8QP
Brookside Pre-School, Blunden Hall, Blunden Road, Farnborough, Hampshire GU14 8QP
- Accessible changing, Secure environment, Wheelchair access, Level access, Accessible toilets, Disabled parking
- Immediate vacancies
- 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 08:00 15:00 Tuesday 08:00 15:00 Wednesday 08:00 15:00 Thursday 08:00 15:00 Friday 08:00 15:00
Role play dressing up
Messy Play Area
Multicultural Themed Play
Nappy changing facility
Songs, Rhymes and Music
Small world toys
Visit & Outings
Walks to local park etc
Arts & Crafts
Both indoor and outdoor activities
Books & Storytelling
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 22/09/2017 Inspection (Early Years Register) Good
- Has Provision
- Has Provision
- Experience with
Global Developmental Delay
Loss or Bereavement
ADHD Attention Deficit Hyperactivity Disorder
Social development impairment
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Severe dietary needs
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Experience with
- Has Provision
- Experience with
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age Ranges
- 5 to 8 years, 0 to 5 years
- Other notes
Age Range from 2 years old to 4 years 8 months (rising 5 year olds)
3 year old Funded places = 20
4 year old Funded places = 5
Total approx 25 places
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
Brookside Pre-School is fully inclusive.
We work in partnership with all parents/carers of all children with Special Educational Needs or Disabilities.
We promote health and well-being in all children.
- 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 arrange Hhme visits and setting visits to meet the child and parents/carers prior to their start date.
We liaise with all outside agencies to ensure that the correct support is put in place prior to the child starting pre-school.
Risk assessments are done prior to the child's first day.
We observe all children within the setting and support all parents/carers of children that may require additional support we will then liaise with parents/carers within the first half term to discuss any additional support required.
- How will early years setting/school/college staff support my child/young person?
On a home visit a manager and the child's key practitioner (KP) attends to introduce themselves to you and the child. A 'All About Me' is completed on the visit enabling us to build up a positive relationship with you and your child. We encourage you to bring your child for settling in sessions.
A brief is given to all staff about the child's additional needs and what support is to be put in place to aid the child in their development. The key practitioner and the SENCO (Special Educational Needs Co-ordinator) have weekly meetings and half termly meetings are arranged with parents/carers, but there is always an open door policy just to give support.
All staff do regular training and the SENCO attends termly meetings with the Local Authority (LA) and has half termly meetings with the INCo (Inclusion Co-ordinator).
- How will the curriculum be matched to my child's/young person's needs?
We follow the Early Years Foundation Stage (EYFS) curriculum. But we believe each child is an individual and we believe its important to adapt the curriculum to suit the child and their own rate of development. Children learn through play so we plan for their next steps using the child's own interests and expand it, opening it up to create new experiences.
We keep Learning Journals (LJ) for all our children these are done online and this also allows you to share your experiences with us too.
The SENCO and the KP develop Individual Educational Plans (IEP's) to give additional support and are reviewed termly with the parent/carer.
- 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?
The child's LJ are kept up to date and regularly meetings are arranged with the parent/carer. We believe in working as a team to support your child in their development.
IEP's are developed with the parent/carer, these ensure that the child's learning is being continued at home and pre-school and we are all working as a team.
We have an 'Open Door Policy' and we are available to reassure and support you.
- What support will there be for my child's/young person's overall well being?
A Risk Assessment will be completed prior to your child starting pre-school, these will be assessed termly.
If your child requires medication prior to this being given all staff will be informed and if specialist training is required it will be provided prior to the child's start date. Forms will need to be completed by the parent/carer prior to start and signed and witnessed by two staff members as and when the medication is administered.
Our pre-school also has a designated Behaviour Education Co-ordinator (BECO) who works alongside the SENCO and KP to promote positive behaviour.
A 1-1 Practitioner is employed to work with the children who require additional support and liaises with the SENCO and KP.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We as a setting access Services for Young Children and liaise with the Area Inclusion Co-ordinator. We are able to refer to various professionals i.e. Speech and Language, Portage/Outreach.
We as a setting complete a range of referral forms and are able to support parents/carers in completing their forms.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff have Paediatric First Aid and Safeguarding training. The owner managers have Health & Well-Being First Aid. All staff do regular online training. All our staff are qualified ranging from 1 x Level 6 BA (Hons) in Childcare and Education, 1 x Diploma Level 5 in Childcare, 4 x NVQ Level 3 in Childcare and 1 x Level 2 in Childcare currently doing her Level 3.
We do in house training as well as online training and attend out of house training. It is important that all staff have continous learning and specfic training will be allocated if required.
- How will my child/young person be included in activities outside this classroom including school trips?
Each child is an individual and all activities are planned to ensure that all children can access them. It is the KP or 1-1 Practitioner's responsibiltiy to ensure that the child with additional needs can access the available activity.
Risk assessments will be carried out if required and all resources prepared prior to the activity or outing. The child will be prepared using a range of resources i.e. Now & Next Boards.
- How accessible is the setting/school/college environment?
Our setting is fully accessible to wheelchair use both indoor and outdoors, all our doors are wider allowing free access throughout the hall and outside area through one door. We have an accessible toilet with changing facilities.
We have a large car park on site with disabled parking and ramps accessing the pavements.
- 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 arrange visits prior to the child starting, we suggest multiple visits to ensure that both the child and the parent/carer feels comfortable and happy about staying/leaving. Each child is an individual and we access the situation as per child and find what works best for them.
We have transition meetings with all our Local Infant/Primary Schools; we have arranged visits from the school Reception Class Teachers, where they meet the children and have a little chat while the child plays and we then give them a little brief on each child and ideas and suggestions on what will help the child take their next steps in their educational journey. We do an end of term report which is shared with the school.
We also arrange Individual Transition Meetings with the schools, parent/carers, INCO and us. We have the child's needs and requirements set out on a Transition Plan, we then discuss what support is required and by who and who will provide this. We also offer additional visits to the school in the Summer Term to help with the Transition.
AS SENCO I arrange for visits in the Autumn Term after the child has settled into school, to offer additional support to both the school and parent/carer before signing off completely.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We have a range of equipment, which is maintained and checked for suitability. The room is set up daily and adapted to the needs of the children, allowing them free access to all areas.
If your child receives SEN Funding this allocated to them for i.e. addititonal support or specialist resources. This will be monitored by the SENCO, who will arrange termly meetings with the parents/carers to discuss your child's needs.
- How is the decision made about what type and how much support my child/young person will receive?
All information provided by the parent/carer is kept alongside observations made by the KP, other staff members and the SENCO.
The SENCO will arrange a meeting to discuss the possibility of referring the child for additional support. The SENCO will complete all relevant forms in with the parent/carer.
The Area Inco will be informed and half termly meetings will be arranged to give support and suggestions on the best route to take.
- How are parents involved in the setting/school/college? How can I be involved?
We believe that the Parent/Carers are the most important people in the children's lives you are their primary educator. We believe in working in partnership with you by doing this it will enhance your child's experiences with us as a setting.
We encourage you to share your child's experiences with you with us via their Learning Journal by doing this it allows us to expand our knowledge of your child and their interests and experiences.
We have Sports Day Events, Charity Events, Termly Parties, Christmas Productions and End of Term Tea Parties which we encourage parents/carers to attend and enjoy with their child.