The Beehive Montessori
We are a small rural setting situated two miles north of Alton. Relaxed Montessori environment. Liaise strongly with other childcare providers in the community in order to offer continuity of care e.g. network of childminders and contacts with local schools.
Who to contact
Where to go
Village Hall, Southwood Road
- GU34 4DX
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets
- 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 09:00 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 15:00
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 10/09/2019 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,Hearing difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 4 per hour
- 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
- How will early years setting/school/college staff support my child/young person?
Each child at the Beehive is treated as a unique individual and by consulting with parents and relevant people we tailor our support to meet their individual needs. This includes an individualised settling in process including at least one home visit and a stay and play session with parents.
- How will the curriculum be matched to my child's/young person's needs?
The Early Years Foundation Stage Curriculum allows for a great deal of flexibility. The mixture of child and teacher led activities allows for the best blend for each child, we follow child led interests and motivators then extend these into more structured activities. We have a flexible staff team and an adaptable environment which helps provide an individualised curriculum to all children but especially those with special educational needs.
- 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?
All of the children are assessed by the end of the first 6 weeks attendance, they all have learning journals which enables the staff to keep a record of progress. This is shared with parents including ideas for support at home.
- What support will there be for my child's/young person's overall well being?
The settling in process ensures children feel confident at the setting. Children build relationships with their keyworker and other staff, we help children form relationships with other children and aim to know them well. This enables us to monitor and address issues of wellbeing, we contact parents to discuss concerns with wellbeing both physical and emotional.
- What specialist services and expertise are available at or accessed by the setting/school/college?
n the first instance we have the support from our local Children's Centre and Inclusion team both of whom offer advise and guidance, they are able to direct us to specific services such as Speech and language support. In addition we have an experienced staff team which means that between us we have experience in a wide range of special educational needs. Information and support offered by the children's own parents is key to providing the best service to each individual child.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have training and experience of children with hearing, Speech and language difficulties, Autism, physical disabilities, allergies and developmental delay.
- How will my child/young person be included in activities outside this classroom including school trips?
>Trips away from the setting are chosen, planned, risk assessed and adapted around those children who attend. Any challenges are addressed on an individual and inclusive basis.
- How accessible is the setting/school/college environment?
Our setting is all on one level, toys and activities are freely available at child height. The car park is gravel but it is possible to park close to the building and gain access via level concrete. The main access for the children to the outdoor area is via 3 steps but the garden is also easily accessible though a gate at the front of the garden.
- 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 put a great deal of effort into positive transitions, we contact previous and future settings to discuss each child. We undertake at least one home visit, invite parents to stay for a stay and play session and introduce children at a pace that they are comfortable with. When moving on, teachers are invited to visit, children are provided with a picture book of their new school to share with friends and family. We anticipate issues where we can and address and difficulties as they arise.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
As each child is treated individually the resources are matched to needs and interests. Where necessary and possible additional resources are supplied to meet those requirements.
- How is the decision made about what type and how much support my child/young person will receive?
In consultation with parents, staff and where appropriate the Inclusion officer, the type and level of support will be decided on an individual basis taking all factors into account including resources and funding. We will always endeavour to provide the highest level of support we can.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are initially involved in the settling in process with their child, this will include staying for 1 or more short stay and play sessions. We make ourselves available each day for parents to interact and share concerns and ideas. We send out a newsletter and put notices on the door to share information and ask for help for example with forest days however we also understand that parents are very busy people so whilst involvement is welcomed it is also optional.