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Family Information and Services Hub

Woodland Owls Butlocks EY449432

Pre-School Playgroup

Coronavirus status: OPEN
Coronavirus status: OPEN

07906686406 - main nursery number does not accept incoming calls from withheld numbers. Ring the mobile number to get through.

Who to contact

Telephone
07906 686406
E-mail
lisa.souter@woodlandowls.co.uk

Where to go

Address
Hound Parish Community Hall, Woolston Road
Netley Abbey
Postcode
SO31 5FJ
Accessibility
Sensory adaptations, Sensory area, Accessible changing, Physical adaptations, Secure environment, Wheelchair access, Low stimulus, Soft play, Accessible toilets, Disabled parking

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
No
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 12:30
Thursday 08:30 12:30

Costs

Availability

Age Ranges
2 years, 3 years, 4 years

Local Offer

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

Your child will be assigned a Key Person whose job it will be to work closely with your child on a daily basis. They will get to know your child very well. They will observe, assess, record and take photographs of progress for each child and ensure that they are following the Early Years Foundation Stage (EYFS) curriculum. From this a learning journal is created and your Child’s next steps can be planned in advance. Our children take pride in their journals and enjoy having their achievements recorded. From these observations activities will be planned to support your child’s Individual Education Plan (IEP) and to move your child forward in their progress. As your child is continuously observed, any concerns that are flagged up are raised with our Special Educational Needs Disability (SEND) Co-ordinator who may decide that your child would benefit from additional external support. This will be discussed with you and if you agree they will then liaise with support services, area Individual Needs Co-ordinator (INCO) who can advise and set targets for behaviour, involve speech and language, call in occupational health to help with motor skills to name but a few. These specialists support your Child’s development with blocks of targeted learning whilst at Woodland Owls and they give us specific targets matched to your Child’s additional educational needs.

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

Every child is unique and will learn at different rates and we will plan and support them at their own pace. We follow the Early Years Foundation Stage (EYFS) curriculum to track progress and plan next steps that are unique for your child. Our SEND Co-ordinator then plans in additional extra support with those children who need it, this may be on a 1 to 1 basis or in a small group. These support interventions have clear targets to help your child embed their learning. Individual Education Plans (IEP) or Individual behavioural plans (IBPS’) will be written to support learning in the pre-school and in the home. Most people think of learning as counting, colours, shapes, which are all very important but we also teach your child how to become more independent, this may include how to communicate with others when they are happy or sad, how their feelings can affect others, how to share, take turns, personal care through learning how to wipe their nose, go to the toilet, do up their coat or put on / take off their shoes. For each child we celebrate what they can do, their achievements and next steps achieved and enjoy sharing in their personal achievements at home and at pre-school. We use the children’s interests and next steps as a starting point alongside introducing new activities and experiences for the children to experience.

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?

Woodland Owls has an open door policy and you are welcome any time to make an appointment to meet with the Key Person, Team Leader or SEND Co-ordinator to discuss how your child is getting on. Our Director is also available by appointment during term time. We believe that your child’s education should be a partnership between us. Regular daily conversations will provide an update for the session. We hold parent consultations termly where you are invited to attend and go through your Child’s learning journals and progress to date with your allocated Key Person, we have stay and play sessions so that your child may show you around and explain what they do when they are at pre-school. If your child is on the SEND register they will have an Individual Education Plan (IEP) which will have individual targets. This is discussed on a termly basis and you will be given a copy of the IEP. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled). If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEND, which means that a formal meeting will take place to discuss your child’s progress and a report will be written. We feel very strongly that if we had any concerns we would never wait for any of these reviews and support you with any concerns immediately.

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

At Woodland Owls we will endeavour to meet all the care and educational needs of every child within our capabilities. Continuous monitoring of progress will ensure that overall well-being is supported. We will teach them how to become independent and have the confidence to explore new surroundings. They will learn how to treat one another, how to look after themselves, so when they need a tissue to blow their nose they will find one and have a go. How to prepare food for snack and select a healthy option. We welcome and celebrate diversity and the team believe that high self-esteem is crucial to a child’s well-being.

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

Our staff are highly trained and have level 4 and 5 in Early Years Development, some are specialists in behavioural, others in teaching, speech and language. In addition to our team we have very good links with the Hampshire INCO, who helps us to access all of the additional support available through external services, such as occupational health, speech and language, statements, behaviour, Portage, paediatric consultants etc.

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

Woodland Owls is a strong believer in high quality education and that these staff members should be in the room working with the children directly. We presently have level 5, 4 and 3 qualified staff. Level 4 in teaching assistant for primary schools, advanced safeguarding, behaviour and ECERS trained. In addition to our educational service provision we ensure that all staff are paediatric first aid trained including at least one member of staff who is epi-pen trained, manual handling H&S including slips, trips and falls, food hygiene, at least 2 members of staff regularly attend SEND training / briefings. As part of our professional development all staff are required to keep up to date with training and feed this back at staff meetings to all staff as a training exercise. Staff have attended and use regularly Makaton to help all children with communication skills.

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

>We have our own outside area which we use on a daily basis for the children; all of our activities are adapted to ensure all of the children will be able to access them based on age or developmental stage. We regularly use the park and visit the local woods to enhance learning – mini beasts, flowers, trees, walking the children through the village to learn about shapes, colours and numbers around them. We undertake a risk assessment prior to the visit and always make sure we have enough adults, we carry a first aid rucksack and mobile phone in case of emergencies. Children walk in pairs, holding hands and adults are spaced out between them. Parental permission is sought in advance.

How accessible is the setting/school/college environment?

Our setting is at Hound Parish Hall and is on one level with a large main room that leads out into an enclosed courtyard where we have free flow access for the children. There is a smaller hall and reception area where toilets are accessible. Wheelchair access and disabled toilet facilities with baby changing facilities are available. The Parish Hall has a huge car park and easy access by road and public footpaths between the villages. The Parish Hall also sits on a huge open green recreational ground that houses 2x enclosed play areas for the children and we use these regularly. It is great to get the children onto the playing field and allow them to follow each other like a train or pretend to be a super hero. The recreational ground then lead onto a beautiful ancient wood with wild flowers and we are often seen exploring the woods for mini beasts or making spider webs with string for our action heroes. During the summer months the shire horses visit the woods and help to fell the trees to leave room for new seedlings to grow and for the ancient flowers to flourish. We take the children down and they get to see the horses and count the rings on the fallen trees and watch the horses drag the logs out of the wood. At the end of the woods there is a lake and we sometimes take the children there to feed the ducks and back again.

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?

A smooth transition is important, this may occur when you are joining us, between age groups or moving on from us to join school. Each transition is recognised and supported through preparation. When a space is confirmed we would plan settling in visits. It is important for your child to experience the environment and for you to share key information with the team. We would encourage you to provide us with key information regarding routines, likes and dislikes, care needs and medical conditions. Your Child’s Key Person will lead and assess the stages of development, discussing with you when a move is likely to occur from onw Key Person to another. If your child has specific care needs which need support we would invite you to come in to share or demonstrate this with the team. If a child is transitioning to school we would contact the school to make links, prepare the children through the activities and write a transition report. For children with SEND (Special Educational Needs and Disability) we would work with the school to plan a transition which meets your child’s needs; we would also arrange either a IPA (Individual Partnership Agreement) or a Transition meeting to get all of the professionals working together with your child together to ensure that support is put into place before they start school.

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

Woodland Owls best resource is its staffing team. We allocate staff according to their individual skills and try and match them as closely as possible to each child’s needs and personality. We will always maintain ratios of 1 adult to 8 children for those over 3 years and 1 adult to 4 children for those under 3 years. If a child requires more staff resources then Woodland Owls will take advice from external support agencies to try and secure additional funding to put in specific support or employ staff to help with the demand. Material resources are provided according to the needs and interests of the children, the topic that’s been planned and specific resources are purchased if identified as beneficial to all children with the emphasis being on children with SEND. There are enough resources for children to have goes alongside one another and to learn how to share.

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

All children will need different types and levels of support throughout their time with us. All children have trial sessions which can allow for previous support to be shared. If your child is joining us with a known special educational need or disability our welcome process for all children is an important time to share the level of support you child has already been receiving and to share any previous involvement with external agencies so that we can plan the support from the start. All children have a Key Person and throughout your Childs time with us your Childs Key Person will observe and make a decision on whether your child will benefit from targeted specific additional support. The Key Person will discuss this with the SEND Co-ordinator. We regularly monitor how well the support we have put into place is supporting your child and the progress they are making through regular observations, reviewing targets on IEPs and looking at how they are achieving on their developmental milestones. We have regular meetings with parents to discuss their progress. We may reduce additional support if we feel that they have made significant progress and are no longer in need of the support. We have daily opportunities where you may speak with your Childs Key Person to discuss progress made. There is also the opportunity to have a termly parent consultation to provide more of an opportunity for you and your Childs Key Person to discuss areas in more depth.

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

We encourage parents to be as involved in the pre-school setting as they can be. Primarily we encourage all families to keep us updated on a daily basis when dropping off and collecting your child through talking to your Childs Key Person and Team Leader about changes in daily routines and next steps which have been developing. There are lots of ways you can be involved further such as contributing to your child’s learning journal and celebrating milestones with your Childs Key Person. You can arrange to come in to help with specific activities including people who help us week, celebrating festivals and attending play and stay events. We hold special occasions that parents are encouraged to attend such as, sports day, Christmas carols, Christmas activity and play n stay days. We are always striving to work in partnership with our parents and it is something we are continually trying to develop and encourage.

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