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Waltham Chase Pre-school

Pre-School Playgroup

Who to contact

07913 640795

Where to go

Waltham Chase Village Hall, Winchester Road
Waltham Chase
SO32 2LX
Sensory area, Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:00
Tuesday 08:30 15:00
Wednesday 08:30 15:00
Thursday 08:30 13:00
Friday 08:30 15:00

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
15/10/2018Inspection (Early Years Register)Good



Age Ranges
5 to 8 years, 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

Local Offer

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

We have a Special Educational Needs Co-ordinator (SENCo) who will liaise with you, the keyperson and any outside agencies involved with the child /family. An Individual Education Plan (IEP) may be created to support your child’s development. The SENCo will support the keyperson to implement the IEP. To ensure your child has the best support we work with outside agencies, for example the Services for Young Children Area Inclusion Co-ordinator (Area INCo) may visit the Pre-school to observe the child. A parent / carers written consent would be required beforehand. The effectiveness of our provision is monitored by tracking each child’s progress termly in line with the EYFS. We welcome feedback from parents / carers at all times and regularly ask parents / carers and children to complete questionnaires.

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

We recognise that every child is unique and has individual needs. Using the EYFS curriculum as a guide we plan activities and resources to suit each individual child’s needs and interests. Your child’s keyperson will observe and record progress in your child’s learning journal. These observations are used as a guide to plan each child’s individual next steps. Children with identified special educational needs will have an IEP or behaviour plan depending on their individual needs. These will outline targets and strategies to support your child. Plans will be shared with parents / carers and reviewed regularly.

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 progress will be monitored through observations recorded in their learning journal. Using the EYFS we are able to track each child’s progress and development stage. Each term this information is used to set new individual targets to maintain progress. We recognise that parents/carers are the first educators of their children. We are committed to regular two way communication between staff and parents to ensure that parents are able to play an integral role in assisting their child’s learning in pre-school. Contact with families is maintained by: * Termly parent / carer and keyperson conversations either at parents’ evenings or by arrangement during sessions. * Regular newsletters. * Facebook and website updates. * Communication books (as required) between Pre-school / home / carers. Parents/carers are welcome to contribute to the children’s learning by sharing their own skills, knowledge and interests enriching the activities of the Pre-school.

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

Prior to your child starting Pre-school, we will discuss and agree with you a health care plan as required for your child. This ensures we are fully informed of your child’s medical needs and gives your consent for us to administer any required medicines which would be stored securely. Time and dose of administered medicines is recorded and witnessed. Parents / carers are required to sign the record on collection of the child. All staff are first aid trained and any additional medical training, e.g. epi-pen administration would be completed as required. All staff and volunteers are DBS checked and we follow safe recruiting processes to safeguard our children. All committee members are registered with Ofsted and also DBS checked to ensure they are suitable to be involved in the management of the Pre-school. Students on work placement or volunteers are not left alone with children at any time. All staff are expected to know policies and procedures, particularly those relating to the safeguarding and wellbeing of the children. Before each session all areas are risk-assessed and checked for hazards. Children are taught and encouraged to follow Pre-school rules. We have a Behaviour Management Co-ordinator who will put in place a behaviour plan where additional support is required to assist a child’s behaviour both in Pre-school and at home If necessary, and with parents / carers consent we can request support from Portage Plus, an agency supporting children and families with behaviour difficulties. Children are encouraged to choose activities independently. They are taught to speak and listen to each other in small daily language groups.

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

All staff have or are working towards NVQ Level 3 Qualifications in Early Years Childcare, Learning and Development. Currently the Pre-school liaises with the Services for Young Children Area Inclusion Co-ordinator, (Area Inco) and speech and language therapists.

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

The Pre-school has two members of staff who have completed SENCo induction training. The SENCo has training in positive approaches to challenging behaviour and inclusion training and runs daily language groups. All staff have knowledge of, or attended Makaton training – a form of sign language supported by speech. We will endeavour to acquire additional training to help support your child as required.

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

>Prior to trips and outings being undertaken, staff will carry out risk assessments to ensure safety and suitability. This allows us to put in place any additional measures to ensure that all children are able to take part in outside activities and trips. Outside activities are accessible to all children. Each trip is individually assessed and appropriate adult / children ratios are applied. Where a trip requires a ratio of 1 adult to 2 children we rely on parents/carers help to achieve this, making sure that appropriate safeguarding processes are in place. We regularly use a boardwalk, linking the Pre-school to St John the Baptist Primary school. The boardwalk has wheelchair access. We will take small groups of children at times so that the activities can be specific for the group of children involved. Visual timetables are used to prepare children who find coping with change difficult. We have set policies for risk assessments and outings and ensure that parent / carers permissions are in place.

How accessible is the setting/school/college environment?

The Pre-school is in village hall with ample parking. The hall is large and open with a high ceiling. It is all on one level and therefore fully wheelchair accessible. We have use of accessible toilet facilities. Our outside garden space is fully enclosed and is directly accessible from the hall; although this access is not currently suitable for wheelchair users alternative access can be organised. This space is currently being redesigned and improved. The Pre-school is set-out every session allowing a very flexible layout that can be adapted to suit individual needs. To support children whose first language is not English we use visual timetables, photographs and Makaton. EMTAS (Ethnic minorities and travellers achievement service) are able to offer advice and loan resources.

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?

New children are invited to visit Pre-school with a parent / carer before starting. Parents / carers will have the opportunity to liaise with the keyperson/SENCo/Supervisor to agree a settling-in plan for your child. A home visit can also be arranged which can be helpful for the keyperson to see the child in their own environment. Parents / carers are also asked to complete an ‘All about Me’ sheet to provide us with information about your child’s likes / dislikes and interests. We offer flexibility on how many hours children take when they start to suit individual needs and settling in requirements. The number of hours can be increased as the child settles in and becomes confident within their new environment. When your child is ready to make the transition to School, we arrange visits to the local schools to familiarise children with the new surroundings and to meet the reception teachers. We work closely with local Schools and ensure that reception teachers also have an opportunity to visit the Pre-school and meet the children. Information about your child’s development and progress will be shared with the new School. Transition meetings are arranged as necessary, for children requiring extra support an Inclusion Partnership Agreement (IPA) will be implemented. Parents / carers, the SENCo from both Schools, the keyperson, Reception teacher and all other professionals involved with your child are invited to attend transition meetings. To aid familiarisation with new Schools and environments we use photographs of Schools and Teachers and have different uniforms in our dressing up area.

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

The Pre-school can apply for additional funding to support children with special educational needs. Any additional funding will be allocated to best support the child, this may include resources, specialist equipment or additional adult support.

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

The keyperson will observe your child’s development and progress. Any concerns will be discussed with parents / carers and the SENCo to agree the best way to support your child. This may include an Individual Education Plan (IEP) or a behaviour plan. Plans usually contain two or three targets and strategies to support your child’s development and progress. The keyperson / SENCo will monitor the plan and review it with parents / carers at appropriate intervals. Where the child may benefit from external agencies being involved, this will be discussed and agreed as part of this process.

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

Waltham Chase Pre-school is committee led. New parents are always welcome and are encouraged to join the committee to become involved with the Pre-school. We hold regular meetings, open days, fundraising events and parent evenings. Parents / carers are encouraged to share their skills and interests with the children.

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