Compton and Shawford Preschool
Compton and Shawford Pre-School is held five days a week at the Reeves Scout Hut, Martins Field, in the centre of Compton.
Pre-School runs from 9.30am until 2.30pm. Monday, Wednesday, Thursday, Friday, and 9.30 am to 1.30pm on Tuesday. We are open 190 days a year, in accordance with the Local Education Authority term time table.
We are proud of the high ratio of adults to children in our group. This ensures that our practitioners are able to fully support your children with their individual needs and development. All our practitioners are fully trained and experienced in the education and care of young children, and participate in regular on-going training programmes.
We are registered with the Early Years Alliance and are fully approved by Ofsted, who visit us regularly to review the group as a whole.
We have places for twenty-four children a day and we take children from around two years six months, up to school age.
Who to contact
- 01962 717585
Where to go
The Reeves Scout Hall, Martins Fields
- SO21 2AZ
- 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 09:30 14:00 Tuesday 09:30 13:00 Wednesday 09:30 14:00 Thursday 09:30 14:00
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 10/03/2017 Inspection (Early Years Register) Outstanding
- Age group - Age range: 5.5 per hour, 1 per session
- Age Ranges
- 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
School Term Only
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
The preschool will work in partnership with parents to ensure the appropriate level of weekly preschool attendance for a child and applies for funding and extra support when necessary. The SENCo will liaise with parents, key people and any outside agencies involved to monitor a child’s progress. Individual education plans (IEPs) or behaviour plans will be drawn up in consultation with all parties involved with a child as appropriate. The setting SENCo, key person, and manager are always available to explain any individual plan a child may have. When starting preschool all parents and carer’s are made aware of the preschool website. The website contains lots of useful information relating to preschool, and includes a direct link to contact us along with our most recent Ofsted report. In addition to this a welcome book and home link book is supplied to every parent to assist transition from home to preschool. The preschool works closely with the Services for Young Children (SfYC) Area Inclusion team. SENCo support meetings are regularly attended and information shared with staff. When necessary the setting will use the ‘child of concern form’.
- How will the curriculum be matched to my child's/young person's needs?
The pre-school may use IEPs and behaviour plans to further support a child and to inform all those involved with the child when needed. These plans are designed to support the child in all areas of their development, especially physical, social and cognitive development. These plans are used alongside the child’s learning journal to ensure they are relevant and at an appropriate level. Within preschool the daily planning is ‘child led’ to ensure the curriculum is built around every child’s interests. Planning takes into consideration guidance from every child’s key person as to the child’s individual next steps. The preschool works in partnership with parents and carer’s to support the child’s learning at home. Information on activities that can be shared at home is regularly sent out to all parents. These activities include song sheets, traditional story sacks and ‘talking box’, an activity that supports children’s communication and language. The preschool acknowledge that every child is a unique person. The pre-school allow all children to explore and investigate at their own pace, in a rich environment with adult support. Staff ensure safety and extension of experiences as well as offering fertile ground for developing potential. One-to-one support is provided if any child requires adult input to ensure their own or others safety.
- 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?
As previously mentioned the preschool offers daily updates and termly meetings with parents to discuss any concerns and achievements of the child. IEPs or behaviour plans are reviewed within their time scale with parents, key people and the setting SENCo. Review dates are set at appropriate intervals suited to the child’s individual needs. External agencies involved with a child are able to visit the pre-school to observe or work with the child. The pre-school complies with all areas of the EYFS to record developmental progress https://www.gov.uk/early-years-foundation-stage. Parents are given information through the Compton & Shawford Preschool emails, newsletters, fliers and notice boards placed outside of the hall. All parents and carers are welcomed to stay for the preschool session on a regular basis to support the setting and children as a parent helper. Home –school link books are provided to share progress from preschool to home and visa versa.
- What support will there be for my child's/young person's overall well being?
The key person is responsible for ensuring your child is safe and secure, both emotionally and physically throughout the transition from home to preschool and later to full time education. We maintain an inclusive service. The setting is checked during set up every day and continuously monitored for safety. The children are taught by “Compton Bear” to check at all times during their play for broken toys, spills and to follow the pre-school’s rules of behaviour to ensure their continued safety. Behaviour plans are put in place as required, stop cards, time lines, sand timers and visual warning cards are used if required. Staffs are trained in first aid and Epi-pen administration. All medication is stored in away from children but accessible to trained personnel. A record book is kept of all medications held on site for individual children. Parent written consent and appropriate dosage is obtained prior to the preschool holding the medication within its care. The Preschool ensures all staff, committee members and regular helpers are DBS checked. Staff must also undertake appropriate safeguarding training and comply with all preschools policies and procedures. An accessibility toilet with nappy changing facilities is available. Any disclosure made by a child is treated in line with our child protection guidelines. Parents are informed that they may not use photographic devices unless all other parents and carers have given their consent during preschool events. All staff are made aware of any current allergy and dietary requirements. We operate a nut free zone.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The members of staff all have a wide range of experience and have undergone relevant training to enable them to work with young children. Within the setting there are several qualified members of staff that have undertaken additional training in areas such as behavior management, Makaton and SENCo. The preschool liaises with the Area Inclusion Team, Speech and Language Therapists, Specialist Advisory Teachers, Health Visitors, 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?
The preschool closely monitors the training and development needs of all staff to ensure that staff have appropriate and current training. When necessary preschool staff will undertake additional training to meet any required needs of individual children. The preschool manager is a lead practitioner for speech and language having undergone training as part of ‘Every Child a Talker’. The manager works with the preschool Senco and all key people to ensure every child's speech and language development is supported and monitored. The manager also has training in behavior management and Makaton. All staff work closely with parents and outside agencies to learn specific skills to support children with additional needs as appropriate.
- How will my child/young person be included in activities outside this classroom including school trips?
All outings that are undertaken by the pre-school within our local area are fully inclusive. The preschool staff child ratio’s for these outings are maintained in accordance with the EYFS. When the preschool undertakes outings outside of the local area parents and carers help preschool staff to ensure all ratios comply with the EYFS standards and to enable all outings to be inclusive. The preschool ensures all areas that are visited are wheelchair and pushchair accessible. The pre-school has a Christmas party to which all children are invited; dietary information is held and implemented as needed. Throughout the year the preschools plan various events and activities within our local area to ensure a wide variety of interests and topics are covered.
- How accessible is the setting/school/college environment?
The building from which the preschool operate is wheelchair and pushchair accessible. There is an accessibility toilet with nappy changing facilities. Guidance from specialists would need to be sought if specialist equipment is required as the preschool is in a community building that is also used by others. There is a small quiet room within the preschool where small key groups and language groups take place to assist individual needs. English as a second language is catered for by the [http://www.hants.gov.uk/education/ema.htm Ethnic Minorities and Travellers Achievement Service (EMTAS)] who help with translation of information for parents. We provide books, posters and culturally appropriate items whenever possible. We work in partnership with all children’s parents to incorporate familiar words from other cultures whenever possible. We aim to promote reassurance and familiarity for all children.
- 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 parents and other agencies involved with the child we will ensure that the appropriate equipment and care will be in place to make entry into the pre-school as smooth as possible. Taster sessions and trial mornings are arranged for parents and carers to visit the preschool with their child to familiarize themselves with the setting environment and staff prior to attending. For transition to statutory schooling our local primary school teachers visit the preschool to familiarize themselves to the children. This is also an opportunity where decisions can be made to support children’s transition to specialist schools if required. The preschool arranges some visits during the summer term for the relevant children to go along with staff to visit our local schools. For children requiring extra support to access their local main stream school an Inclusion Partnership Agreement (IPA) is set up in collaboration with the preschool, the new school and parent to ensure the transition is as smooth as possible. All information is shared with the child’s new school that is relevant to the transition. Every child’s learning journal will be forwarded to the new school for them to review. Once reviewed the new school will forward the journals on to parents to keep.
- 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 is registered with the Early Years Education Grant Scheme which offers children from the term following their 3rd birthday 15 hours universal grant and up to 30 hours extended grant (for eligible children) of free pre-school education per week for 38 weeks a year (Local Authority term dates only). The pre-school is also a registered provider for 2 year old funding for eligible children. This additional funding is accessible to families on low incomes who meet the Hampshire County Council criteria. Additional funding can be claimed for children with identified special educational needs (SEN). Additional funding can also be sort for children that have been identified as requiring additional support. A child receiving additional funding for special educational needs will have access to all facilities provided by the pre-school. The funding is allocated to enable the child to achieve their full potential, possibly one to one support, specialist equipment, and appropriate toys to aid development or the creation of pictorial support aids. This is decided upon through consultation with all parties 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 a child has already been diagnosed and therefore requires additional support to enable them to start preschool a TAC meeting will be held. The meeting will be held before the child starts at our preschool. Decisions will be made through consultation with all parties involved with the child’s care; this includes parents, specialists, as well as the preschool’s SENCo and key staff. If a child attending preschool has no diagnosis but a parent has expressed concerns or worries or the key person has identified a concern following a 2 year old progress check or development summary (these are carried out every term) a meeting will be held. The meeting will involve the child’s parents, SENCo and key person working together to explore ways of supporting the child. Observations and behaviour records (ABCC) will be carried out and shared with parents on a regular basis if they are put in place. The amount of support a child will receive will be dependent upon the child’s needs and will be decided through consultation between the manager and the committee. The SENCo plans Individual Education Plan (IEP) in collaboration with a child’s parents and the key person. This is reviewed every half term. At the review the impact of the support will be assessed and moderated as appropriate. Monitoring of progress is carried out termly and recorded to ensure that the curriculum is ensuring progress in all seven areas of the Early Years Foundation Stage.
- How are parents involved in the setting/school/college? How can I be involved?
The pre-school is managed by a paid manager and a management committee which, consists predominately of parent and carers. Members of the committee are nominated and voted on yearly at the Annual General Meeting (AGM) held in May each year. The AGM is an open meeting, all members of the preschool are invited to attend. New members of the committee are able to join the management committee and contribute to the running of the pre-school during the school year. The management committee are able to co-opted new members on to the preschool committee during the next planned committee meeting be held. Parents are encouraged to share any specialist ability or interests with the pre-school such as playing a musical instrument or cooking skills which could benefit the children in the preschool. The preschool also regularly encourage parents to visit the children at preschool to talk about other areas in their own family life such as their families and its members, cultures and occupations. Stay and play days are held regularly where parents can stay for an hour of a session and see first-hand the daily running of the group. Questionnaires are given out to parents in the summer term to evaluate the preschools provision and ensure we are meeting the needs of our children and their families.