Wickham Montessori School
Who to contact
Where to go
Park Place Pastoral Centre
Winchester Road, Wickham
- PO17 5HA
- Sensory adaptations, Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- All Year
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:00 18:00 Tuesday 08:00 18:00 Wednesday 08:00 18:00 Thursday 08:00 18:00 Friday 08:00 18:00
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 08/03/2018 Inspection (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
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Weekday All Day
- Contact Name
- Liz Freemantle
- Contact Telephone
- Contact Email
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
Each child's key-person will work with you and your child closely ensuring that your child is being introduced to materials and activities supporting their development and learning. Daily observations and planning are recorded on the "My Montessori Child" online learning journal. Our SENCO, through observing children in the class and through reading observations, is able to recognise any needs a child may have and can then act on them immediately with the support of the family. At this stage, if necessary an IEP may be drawn up for your child and is then reviewed on a regular basis. Our SENCO holds daily language groups for any children with speech, language or just lack of confidence when speaking. Each session has one or two more confident children as this encourages the development of language for those less confident. We believe at Wickham Montessori that the peaceful environment of our classrooms enable the children to concentrate on their chosen activity, the staff help to maintain the ground rules of the school along with emphasis on grace and courtesy skills all of which leads to independence in the children.
- How will the curriculum be matched to my child's/young person's needs?
By following the Montessori philosophy we ensure that all children are treated as individuals. Children are introduced to new activities as and when they are showing an interest, as we believe that this is the key to progression at their own pace. The children are able to spend as long as they require with an activity as this will enable them to master an activity with confidence. All the Montessori activities are linked to the EYFS and are all based on the interests of the child. Weekly at Wickham Montessori we have outside professionals coming in for Pyjama Drama and French lessons. In house teachers take singing, dance, yoga, P.E. and cookery classes. We have recently introduced "Woodland School" which the older children love.
- 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?
Through daily updates on "My Montessori Child" we are able to keep you updated not only with your child's progress and pictures of their work, but also any school news that is of interest to parents. Parents can contact us through this site confidentially with any concerns that may have. We are also available to meet privately with any parent should they feel that they need to discuss any concerns about their child, school related or personal. All children aged two will receive a "Two Year check" just after their 2nd birthday, we encourage parents to contribute to this document. At any time parents may request a development progress report on their child.
- What support will there be for my child's/young person's overall well being?
The safety and welfare of all our children and guests is paramount to Wickham Montessori. We complete daily risk assessments in all areas of our school and grounds and update policies at least annually. A copy of these are available to all parents in school and are available on our website. All staff have an up to date DBS check and are required to have a Paediatric First Aid certificate as well as training in safeguarding children. All staff are required to have a minimum of a Level 3 childcare qualification and at least half the staff have to have a Montessori International Diploma. All staff are expected to continue their training through regular courses. We also offer one place a year to a Level 3 apprentice to support their learning. All allergies and food intolerances are catered for by our in house chef enabling all children to partake in our home cooked meals.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Our SENCO's, Ashley and Lisa, have experience with a range of additional needs including, Cerebral palsy, Autism, Hearing Impairment, Downs Syndrome, Speech & language delays and behaviour problems. Ashley and Lisa attend monthly SEN meetings to keep her updated with new ideas and training to support their job role. We have good links with our local Children's Centre, as well as a good working relationship with our Area Inclusion Officer. We work alongside the specialists and share information and updates with them. Both our Manager and SENCo's have undergone SENCO training to enable them both to fill this role. All attend regular SENCO support meetings and attend training to review our practice.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our SENCO's, Ashley and Lisa, have experience with a range of additional needs including, Cerebral palsy, Autism, Hearing Impairment, Downs Syndrome, Speech & language delays and behaviour problems. Ashley and Lisa attend monthly SEN meetings to keep her updated with new ideas and training to support their job role. We have good links with our local Children's Centre, as well as a good working relationship with our Area Inclusion Officer. We work alongside the specialists and share information and updates with them.
- How will my child/young person be included in activities outside this classroom including school trips?
All outdoor activities in our 18 acres of grounds are risk assessed and planned to enable all children to take part safely. Woodland School runs twice a week in small groups on site enabling the children to benefit from higher staff ratios. All children are given the opportunity to partake in Woodland School if they wish. Any child with additional needs participating in outdoor activities has a one to one carer. Any trips away from the premises will have a minimum of one staff member to two children, and all parents are informed of trips. Due to access to our extensive grounds, our children spend a large amount of time outside exploring in the woods and running around in the fields.
- How accessible is the setting/school/college environment?
We have ample off road safe parking at the entrance to our premises with a few steps leading up to our main entrance. Wheelchair access is via the rear entrance and has accessible ramps into the school. We have three classrooms located on the ground floor where the majority of learning takes place. We have access to the upper floor where we have a sleep room, offices, large indoor dance and music studio along with a classroom used by reception year children and children preparing for their transition to "big school". On the ground floor we have a disabled toilet and changing area that is large enough to accommodate a wheelchair.
- 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?
All new children are invited to join us for settling in sessions to meet their individual needs, parents stay for as long as they feel necessary. When children leave us to move on to school we invite the teachers to come and visit our setting and share information about each individual child. We also aim to accompany each child to their new school to aid their transition. Any child with additional needs will have a transition meeting with the new school SENCO, parents and key-person and SENCO from our setting enabling all relevant information to be shared.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Montessori materials were originally developed to aid the learning of special needs children, we are therefore well equipped to cater for children of all abilities and needs. Each room is set up to meet the needs of the children in that room at any given time. All staff are trained to work with the specialised Montessori equipment. We also have a budget to enable us to purchase any further specialised equipment that a child may benefit from. Funding may be available for one to one support for a child if needed.
- How is the decision made about what type and how much support my child/young person will receive?
Decisions about the amount and type of support needed for a particular child are reached with discussions with parents and any other outside professionals involved with the child's care. Our thorough observation system enables us to monitor children's development, skills and needs within the setting. Through this we are able to ascertain whether a child may need additional support, thus enabling us to contact and arrange any specialists needed to support the child.
- How are parents involved in the setting/school/college? How can I be involved?
We openly encourage parents to join us to share their skills with the children, such as, art & craft, gardening, teaching a foreign language to name a few. Parents are also invited to school performances including our Christmas Nativity. Any suggestions by parents are always welcome and put in place if appropriate. We hold an annual open day for both existing parents and prospective new parents to come along and experience a Montessori classroom as well as view the children's work.