Skip to main content
Family Information and Services Hub

Bevan Lodge Community Preschool

Pre-School Playgroup

Coronavirus status: OPEN
Coronavirus status: OPEN

Bevan Lodge Community Pre-school is located in a residential area of Farnborough. The setting accommodates three separate rooms, purpose built children's toilets, and a large enclosed outdoor area. The pre-school has a strong community ethos; families make strong connections over the years and many of the children subsequently go onto local infant schools together.

Who to contact


Where to go

Bevan Lodge Community Preschool
67 Albert Road
GU14 6SL
Secure environment, Accessible toilets, Disabled parking

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:30
Tuesday 08:30 15:30
Wednesday 08:30 15:30
Thursday 08:30 15:30
Friday 08:30 12:00
Visit & Outings
Car Parking
Messy Play Area
Outdoor Play

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
16/03/2022Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties

Cultural Provisions

Has Provision
Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness



Age group - 2: 5.3 per hour. Age group - Costs age 3 - 5: 5.3 per hour


Age Ranges
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

Local Offer

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

If your child is identified with SEND your KP works with you to collect information about your child and their needs on a Personal Plan. They will use this information to write an Individual Support Plan (ISP). This tells you, your KP and other staff what we need to do so that your child can take part in all the activities at pre-school and what activities will help them to make progress and develop. Our SENCo helps the KP write the plan and makes sure it is reviewed regularly. You read and sign the ISP so you know what our plan is for your child. When your child comes to pre-school their KP makes sure they are able to do activities which are on their plan. Our SENCo gets advice and help from our Area Inclusion Co-ordinator (INCo) and works with her to get additional support for your child from other services if necessary. If your child needs a lot of help they may be given a specific member of staff to work and play with them at every session. This usually only happens when a child needs a lot of physical help with their development and learning. Most children with SEND play with all our staff alongside all the other children at the pre-school.

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

We follow the Early Years Foundation Stage curriculum and all our staff are trained to use this to plan activities for individual children through observing children’s play, behaviour, learning styles and stage of development. All staff work together by sharing their observations of your child with your KP. Your KP uses all the information they have about your child to build a picture of your child and assess what stage they are at. They decide what your child needs to do next to progress and develop. All children at Bevan Lodge have these “next steps” or development targets; your child will have these next steps on their ISP. We have many activities and experiences for all the children at each session at Bevan Lodge. Your child will be free to choose which activities to do and the staff make sure that activities are adjusted so all children can do them. For instance, some children may paint with their fingers, some with sponges and others with brushes. If we think it will help, we may use some special toys or other equipment to help your child to join in with activities and work towards their next steps. We can use visual timetables, pictorial signs and photos to help your child understand the routines of pre-school and communicate their needs to staff, and to encourage them to explore different activities through a “first” and “then” approach.

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 share information with you: • At parents evenings twice a year with their KP • Through a written record, called a Learning Journey, including all the observations and assessments made by the KP • By talking to you whenever you drop or collect your child or at another convenient time • In regular written summaries of their progress and development, shared with parent/carer • On the child’s next steps, including ideas for activities to do at home to help them explore and learn • On written ISPs • By writing a short report for you each time your child comes to pre-school, if you are not able to come to pre-school often yourself • In reports from other professionals who visit pre-school to assess your child You can share information with us by: • Adding information about their activities and interests outside pre-school to the Learning Journey • Sharing new information about your child when you drop off or collect them • Helping us liaise with other settings or a childminder, if appropriate, to find out more about their interests and their progress • Giving us copies of any medical or developmental reports you have from others involved with your child. If there are several professionals and services involved in supporting your child we arrange meetings for them to come together with yourself and pre-school staff to share information and plan support for your child. After these meetings a written plan is produced to make sure everyone carries out the actions agreed at the meeting.

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

If your child needs medical care, a special feeding routine or to be given medicine, we make a health care plan for them to make sure that all staff know exactly what they need and who will do it. We seek training for staff to make sure they can look after your child, for instance from medical staff who have cared for your child. Our Administration of Medicines Procedure includes recording and signing each time medicine is given and we use the same procedure if we need to carry out regular special care, for instance using peg feeding. Personal care, including nappy changing, is done by permanent members of staff who have undergone safety checks and staff induction at the pre-school. Staff can work with you to help with any of the stages of toilet training, if necessary. We have a quiet area with soft cushions where children can play quietly, read books, rest or sleep if necessary. We encourage appropriate behaviour in all the children at the pre-school through praise and positive reinforcement of good behaviour. No child is ever punished or excluded from activities. If your child needs more support for their behavioural development our Behaviour Co-ordinator (BeCo) will work with you to find ways that work for your child.

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

We can give you relevant information about services in health, social care and education to help support you and your child. We can help you complete forms, make phone calls and arrange visits so your child can be seen by other professionals and you can receive help and advice. The speech assistant from the children’s centre can help assess children and advise on their needs, and may also meet with parents to advise on other services available through the children’s centre. We can ask our INCo to visit pre-school, observe your child and then meet with you to advise on sources of help or therapy for your child. If other professionals, therapists and health care workers are already working with your child, they can visit pre-school to see how your child is getting and to share ideas and strategies for supporting your child. We have worked recently with: the portage service who share activities done at home so pre-school staff can build on them; the physiotherapy service who visit our premises to advise on adaptations for a particular child; occupational therapy who help us to adapt routines to suit individual children; specialised health teams who have trained staff to be able to take care of children’s complex health needs; speech and language service who invite staff to attend with parents and children so that speech and language development activities can be continued at pre-school.

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

Our staff are all trained and qualified in caring for young children which includes inclusion and disability awareness training, and safeguarding training at an appropriate level. All members of staff have a current first aid qualification. Our SENCo has specialist training in autism and safe physical intervention and shares this knowledge with other members of staff. She attends regular local support groups to keep her training and knowledge up to date. All staff know some British Sign Language signs and some Makaton signs and these are regularly used with all the children at pre-school. A staff member has recently completed an ELKLAN Communication course and is currently training other staff in using tools to identify and overcome language delays. We have trained staff to peg feed a child and all staff have been trained in anaphylaxis awareness and using an epi-pen. Staff will undertake this sort of specialist training, if necessary, so we can meet your child’s needs.

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

>When we plan any activity at pre-school we think about all the children and what special difficulties it may present for them, taking into account physical abilities, health care requirements, including allergies, and behavioural and cognitive development. We write a risk assessment for all trips and special activities which helps us to work out how to change what we do for individual children or how to make the activity safe for them. If necessary KPs talk directly to parents e.g. to check ingredients or to understand how a child may react to an animal. When your child is going to go on a trip with pre-school or taking part in a special activity, away from our premises, your KP talks to you first so you understand what we are doing and you can help us to plan how to include your child. We may ask you to join us in the activity, if we think this will make it better for your child, or we may ask you to provide special equipment e.g. your child’s buggy. If your child has a serious medical condition or allergies we will make sure we have trained staff and medicines with us, and your KP will always share the details of the activity with you so you can tell her if anything concerns you.

How accessible is the setting/school/college environment?

Our pre-school is on the ground floor of a house, with three large rooms, a toilet area and a large enclosed garden. The children’s toilet area is small but we have large areas we can use for changing and if necessary the adult toilet may be more accessible. The garden is on one level and accessed by two steps from the rear of the building but can be accessed from the side without using steps. The front entrance is accessed by two wide steps. Although children at pre-school recently with mobility difficulties managed our existing entrances and exits, we are considering changes in the future, e.g. shallower steps to the garden supported by a handrail, a ramp to allow wheelchair access at the front door. In September we admitted a child with visual difficulties and worked with parents and professionals to adapt our resources, e.g. to enlarge his name labels, colour his coat peg and provide books with large print. If your child finds anything difficult in our premises we will work with you to make changes or so they can access the pre-school. We do not own our own premises but work with our landlord and try to obtain grants or fundraise to make major changes. For parents/carers whose first language is not English we will seek support from Hampshire's Ethnic Minority Traveller Achievement Service (EMTAS) for translations and interpretations of our information, and we are happy to meet with them with a friend who can interpret for them.

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?

To help your child settle: • staff visit you at home • your child visits pre-school at least once • come to our stay and play session; your child can play while you complete essential paperwork and discuss any concerns you have with your KP • plan with your KP what will suit your child best If your child does not settle easily we have a very gradual 5 Step Settling programme which we may use. When your child leaves pre-school: • we send a written learning and development summary to their new setting • we speak to staff to share information about your child’s development, needs, progress at pre-school, friends and the activities they enjoy • if they have complex needs, we set up a special transition meeting at the new setting to share necessary information. • staff from the new setting probably visit your child at pre-school so they can see them playing in a familiar environment • we can accompany you and your child to visit their new setting • there are activities for all the children, e.g. school uniforms to dress up in, changing into PE kits, sharing packed lunch time together. Whilst your child is at pre-school professionals working with them may feel that they will need special help at infant school, or need a specialised infant school and apply for your child to be assessed for an Education, Health and Care Plan (EHCP). This includes detailed reports on your child and their SEND and gives their new school lots of information to help them.

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

Some of our annual budget is always allocated to SEND and from this we may pay for equipment and resources, or for staff to attend training, to accompany children to therapy or to meet with visiting professionals and attend meetings. For some children with SEND we are able to claim additional funding and we use this to directly benefit the child. This means that if your child has complex needs and would benefit from a member of staff working directly with them for some or all of their time at pre-school, we will use this funding to help provide this. We may also use this funding towards buying special equipment or toys which we think would help your child’s development. In rare cases we are able to obtain special additional funding to support a child, for example to pay for a full time signing teacher to accompany a profoundly deaf child.

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

When a child has been identified as needing additional support, either before joining pre-school or at pre-school, we meet with you and complete a Personal Plan, which tells us what their strengths and difficulties are and who is/will be involved in helping them. From this we identify development targets for your child and we assess what special provision they need to reach these targets. These are written onto an ISP. Support is provided initially by staff at pre-school but we may ask the INCo to visit and advise whether other professionals should be involved. If your child has complex needs and there are lots of professionals involved in their care, we meet with them in a Team Around the Child (TAC) meeting and work together to identify the type and amount of support needed for your child. ISPs are reviewed by the KP and the SENCo each half-term so that new targets and strategies can be put in place for your child. The progress of all children at pre-school is monitored termly by assessing their developmental age in months. This information is used to assess whether any individual children or groups of children are not making expected progress, and to see if the support we are giving your child is helping them.

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

We are a community run pre-school and rely on a voluntary management committee (usually parents) to oversee the running of the pre-school. This committee reviews all our policies and supports our managers in decision making and development. It also raises valuable extra funds for the pre-school to replace toys and equipment. We strongly encourage parents/carers to be involved in the pre-school, both in the formal management and fund raising, and more informally in day to day school life. Parents come in to help children change their library books, to read stories, to share aspects of their working life, to bring pets to visit, and they contribute by doing our laundry, making playdough and helping to prepare activities. We hold an annual Fathers’ Fortnight to encourage fathers, grandfathers and big brothers to visit, and invite parents/carers to our sports days, Christmas show, summer tea party and end of term fun day. KPs work closely with parents/carers to ensure that each child’s development and interests are fully understood. We try to be available as often as possible to talk to parents/carers and welcome contributions to their records which celebrate the child’s achievements or milestones in their life.

Back to top