Little Fishes Pre-school 116381
Who to contact
Where to go
St Peters RC VA Primary School, Olivers Battery Road North
- SO22 4JB
- Accessible changing, Secure environment, Wheelchair access, Level access, Accessible toilets, Disabled parking
- 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 08:45 15:45 Tuesday 08:45 15:45 Wednesday 08:45 15:45 Thursday 08:45 15:45 Friday 08:45 15:45
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Has Provision
- Caters for children with special needs. See Website
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- 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?
If you are considering Little Fishes as the Pre-School for your child you will be invited to come to an open afternoon after school from 4-5pm on the first Friday of the month. This opportunity will give you time to view our environment, meet the staff who will care for your child, and ask any questions you may have, before making a decision. Once you have chosen us as your pre-school we will send you a Welcome Pack which will provide you with a thorough guide of our pre-school. We will also ask you to complete a ‘Progress 2 Year Developmental Check’. The Pre-School Leader and Special Needs Co-ordinator have carefully put together questions that will help us identify what your child can already do before coming to Little Fishes, it will help us identify if you have any concerns about your child and therefore provide us with a full picture of your child’s ages and stages of development. The information will help us put strategies and support in place for when your child joins us. Once your child starts at Little Fishes the support will be on-going, we work closely with parents and any of the outside agencies that may also be involved in your child’s care.
- How will early years setting/school/college staff support my child/young person?
Our Special Needs Co-Ordinator will work very closely with you, the Pre-School Leader, your child’s key-person and any outside agencies involved with you and your child. Every child is unique and will require an individual approach to their pre-school experience and learning. As the adults spend time getting to know your child well, they will ensure that the activities and learning experiences offered and planned, any developmental targets set by either ourselves or outside agencies, such as Speech and Language Therapy, can be incorporated into your child’s day. There will be regular meetings arranged between you and the adults involved in your child’s care so that you are fully involved in any decision making, target setting and planning the next-steps for your child. We value you as parents because you are your child’s first educator and know them better than anyone else, therefore our partnership with parents is valued very highly in our setting.
- How will the curriculum be matched to my child's/young person's needs?
Every child is unique and they arrive at Pre-School having had a variety of experiences, and are at different ages and stages in their development. We believe that young children need a warm, secure and welcoming environment where the adults who care for them work in partnership together. We encourage you to talk to your key-person regularly and informally about your child’s interests and experiences at home, so that we can include these interests in your child’s day at pre-school. We have a child-centred environment where children can learn and explore at their own pace, following their own interests. Their key-person will guide, encourage and support by following the child’s interests, making sure that any targets or special educational needs interventions are incorporated within the child’s routines and self-chosen activities. This will ensure your child feels safe, valued and trusts the adults caring for them. Within this safe learning environment the next steps in your child’s development will be made.
- 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?
We follow the Early Years Foundation Stage curriculum; these principles will support your child’s learning, development and welfare during their time at Little Fishes. The key-person is responsible for observing and assessing your child on a daily basis. They will use the guidance set out in the Early Years Foundations Stage to plan your child’s next-steps in their learning journey and assess the progress they are making. This is a partnership between the key-person and you, as the parent, the process of observation and assessment is important because it enables us to get to know the child better, plan appropriate play and learning experiences and therefore identify what the child does well, but also identify any concerns regarding child development. We make a learning diary throughout your child’s time at Little Fishes. The diary consists of photographs and observations of your child’s development, interests, activities, and how your child likes to learn. The diary will also include the next-steps in your child’s learning and development and your contribution as a parent. We share the learning diary with you 3 times a year; however you are able to ask to see it at any time, and add photos and observations of your own. This written record helps support all the adults involved your child’s early education to ensure the appropriate level of support is offered continually.
- What support will there be for my child's/young person's overall well being?
We place the greatest importance of a positive relationship being established with our families from the start. From our first meeting and throughout your child’s time with us we ensure we give regular opportunity for you to tell us about your child’s developments at home, interests, and to feel comfortable to discuss your worries and concerns. Your child’s key-person will be available at every session to meet and greet you when you arrive. All staff has an up to date first-aid training certificate. We also have picture cards of children with allergies up in our Cosy Café, to ensure that any adult supporting the children with snacks and lunch are aware of all children’s needs. We have high expectations of behaviour to ensure that all children feel welcome, valued and secure. The importance we place on our positive relationships with our families show children the value of respecting each other and this is reflective in our practice day to day. We have rigorous safeguarding policies and procedures in place and have the support of the Head Teacher of St Peter’s School when matters of safeguarding arise. We do not allow mobile phones to be used in the setting when children are present. Parents are asked to sign a declaration to allow photos of their child to be used in displays, the media or on our website before we would do this. Your child’s security and safety whilst they are in our care is paramount.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have a Special Needs Co-ordinator who has many years of experience and continues to attend regular training. She will advise staff and offer feedback during staff meetings on relevant issues regarding children, and also on a day to day basis if the need arises. We have good links with our Area Inclusion Team who provides excellent support and advice. Before we access support from outside agencies we always liaise with the child’s parent first and obtain their permission to discuss their child. We work alongside the Speech and Language Therapists, Specialist Advisory Teachers, Portage and Educational Psychologists in order to support our children.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff are qualified to a high standard and under the supervision of the Pre- School Leader and SENCo will manage the needs of the children in our care. Training is undertaken to equip staff with the necessary knowledge as the need arises. We provided staff with in-house Makaton training, we use the Makaton signs to support our communication with children with delays in communication, understanding and spoken language. All staff will work closely with parents and the outside agencies to learn specific skills to support children with additional needs.
- How will my child/young person be included in activities outside this classroom including school trips?
We place a high importance on the involvement of all families in the activities and outings we provide at Little Fishes. We have an annual outing to Moors Valley Country Park and all families are invited to come along. As all families are involved we are ensuring we have high adult child ratios to make this a very safe and stimulating trip. This is a great opportunity for families to get together and also for the children to show their parents the skills and confidence they have gained at Little Fishes. The trip takes place in the summer term. We have a Christmas Party on the last day of the term. We encourage our families to bring along food from their culture to our party for us all to share. Parents are informed of any allergies prior to planning which food to bring. This event helps everyone to feel valued and involved. We hold fund-raising events throughout the year and all children are invited to come along and join in. We also join in with school activities such as the summer fete and sports day.
- How accessible is the setting/school/college environment?
We have a large garden space with wide gates so that parents can access Little Fishes with ease. Pushchairs and Prams need to be left outside as there is not room for them indoors. We would seek guidance from specialists if specialist equipment is required for a child attending Little Fishes. There are some low level steps in the different areas of the garden which are easily accessed by even our youngest children. Parking is limited at the School and there is no parking for parents on the school site. There is parking in the side roads near to the school and along the school road itself; however it can get very busy at the beginning and end of the school day, so please leave in plenty of time particularly when coming to collect your child. We are very flexible with drop-off times and some parents like to wait until the main school rush is over. Our indoors space is accessed by a door that leads in from our garden. Our playroom is set up in small areas so that children feel safe and secure. We have soft furnishings and the room has good acoustics and is suitable for all children. We can access support for children with English as an additional language from the Ethnic Minorities and Travellers Achievement Service (EMTAS). We can provide books, posters and culturally appropriate items whenever possible By supporting the home language it enables all families to access Little Fishes, the facilities and activities.
- 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?
In consultation with you and other agencies involved with your child, we will ensure that all the appropriate equipment and care is in place to make your child’s start at Little Fishes as smooth as possible. We arrange open-day visits for all children. There will be regular review meetings throughout the year to ensure your child’s needs are being met appropriately. These meetings will be attended by yourselves, the Pre-School Leader, your child’s key-person, our Special Needs Co-ordinator, and all other professional involved with your child. From the discussions at these meetings important decisions can be made about school placements and transitions. When your child is making the transition to primary school, meetings will be organised well in advance. At these meetings the needs of your child can be discussed and the appropriate care plan put place for the start of school. Many of our children go on to attend St Peter’s Catholic Primary School and the teachers can come and meet the children on an informal basis, particularly during the summer term. We arrange visits from all receiving schools during the summer term so that the new teacher can see the child in their pre-school environment. For children requiring extra support to access their local main stream primary school an Inclusion Partnership Agreement (IPA) is set up in collaborations with yourselves, Little Fishes and your chosen primary school to ensure the transition to the school is as smooth as possible.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Before you child starts at Little Fishes we ask you to complete an ALL About Me questionnaire We ask you to give as details of all your child’s interests, the things they do well and the things they have not yet developed the skills for. The information you give us can enable us to create suitable environments and provide appropriate toys and resources for your child. From the beginning of the funding period following your child’s third birthday you will be eligible to claim the Universal early years funding which entitles you to 570 free hours at preschool. In addition to this we may be able to claim additional funding for children with Special Educational Needs (SEN). This additional funding will be used to provide support for your child enabling them to reach their full potential. It may be used to provide one to one staff support or specialist equipment. This is decided upon through consultation with all who are involved with the child at a ‘Team around the Child’ (TAC) meeting.
- How is the decision made about what type and how much support my child/young person will receive?
If your child has already had a diagnosis then a ‘Team around the Child’ (TAC) meeting will be held before he or she starts at Little Fishes. Decisions are made through consultation with all people involved with your child’s care. This will include you, any specialists involved with your child, as well as the Pre-School Leader, the Special Needs Co-ordinator and your key- person. If your child has not had a diagnosis but you have expressed concerns or your key-person has identified a concern at the 2 year progress check (which is carried out at pre-school during your child’s first term). A meeting will then be held with you to explore ways of supporting your child. Observations are carried out and shared with you on a regular basis. The amount of support is dependent upon your child’s needs and is decided with you, the Pre –School Leader, the SENCo and your key-person. We will receive support from our Area Inclusion officer and we can access advice and support from outreach services provided by our local children’s centre. The SENCo will draw up an Individual Educational Plan known as an IEP. The IEP will set out targets to be met by your child in very small steps. You will be involved with setting these targets alongside the SENCo and key-person. We will monitor your child and record the development they are making to ensure they are making progress in all areas of learning.
- How are parents involved in the setting/school/college? How can I be involved?
We involve our parents in every step of their child’s pre-school journey. You know your child better than anyone and we always seek parent’s knowledge before taking further advice. If we need to provide any additional support for your child we will involve you at every stage. We do not discuss your child with anyone outside Little Fishes unless you have given your written consent. When there are meetings regarding your child’s progress you will be invited to attend. We have an open door policy and you are very welcome to stay and play at any time convenient to you. We welcome you to share your talents and interests with the group. We also place a high value on our very diverse community. We value your culture and traditions highly and will often invite you to come along to share these with the children, for example you may like to come along with a favourite recipe for a cooking activity. We will send out questionnaires to all parents and carers at regular intervals giving you the opportunity to comment and evaluate our practice.