Ducklings Pre-School Ltd
Who to contact
Where to go
Brookfield School, Brook Lane
- SO31 7DU
- 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
- Part TimeTerm TimesFull TimeAll YearSchool Holidays
- Opening Times
Opening Times Day Opening Time Closing Time Monday 07:30 18:00 Tuesday 07:30 18:00 Wednesday 07:30 18:00 Thursday 07:30 18:00 Friday 07:30 18:00
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 18/09/2018 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
Social development impairment
- Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,See Website,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - 0 - 5: 6.25 per hour. Age group - 5 - 8:
- Age Ranges
- 2, 3, 4, 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
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
Our setting has a designated special educational needs co-ordinator (SENCO) who oversees and monitors the progress of any child requiring additional support. The keyperson will review plans and work with each child to ensure that they progress in all areas of the curriculum. This may be achieved through group work and one to one as required. Parents are invited as and when Individual Education Plans (IEP) are reviewed. The Manager, SENCO and or keyperson may also be present, so that the child’s needs, support and progression can be discussed. These meetings are carried out at least on a termly basis. This ensures that all those who may support the child, can be involved and aware of the up to date plan.
- How will the curriculum be matched to my child's/young person's needs?
Each child is respected as an individual, who has their own interests. This is ascertained following completion of ‘child profiles’ and registration forms by parents. Upon consent from parents, observations will be made of each child, and then after assessments have been made, plans are adapted accordingly (in partnership with parents) for each child to ensure that they are appropriately supported to make progression in all areas of the EYFS curriculum. This encompasses three prime and four specific areas. Record development summary (RDS) sheets are completed at this point by the keyperson, which is shared with parents to invite their contribution and expertise. Together, the children’s ‘next steps’ are considered towards their future progression. Information relating to the child, including observations and photos are collected and kept safely in children’s individual learning journals. These are also shared with parents. As a staff team, regular meetings are held, so there are opportunities to share information regarding children, ensuring that support strategies can be implemented accordingly, and maintaining staff awareness of each child’s goals. Pre-school may also work with other professionals, for example speech and language therapists, so that recommendations can also be incorporated.
- 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?
There are regular opportunities to share information between home, pre-school and other settings/professionals once parental consent has been obtained. This may be a direct exchange at drop off or collection, through formal/informal meetings, parent liaison books, phone calls, text and email, which ever best suit the parents requirements at this particular time. IEP’s are shared and reviewed termly with parents and other agencies as and when required. There are opportunities for parents to attend workshops, which have previously included support from Portage. We have also supported parents by attending outside workshops with them, and also through signposting parents to other groups which offer relevant support.
- What support will there be for my child's/young person's overall well being?
Children’s well-being and safety is of paramount importance, and the pre-school has various procedures in place to ensure that this is achieved. Risk assessments are an aspect of our daily practice and additional assessments are made as and when required. A physical handing policy is in operation to offer guidance and recruitment policies endorsing that all staff must be checked by the Disclosure and Barring Service (DBS), formerly Criminal Record Bureau (CRB) and are suitable to work with children. The level of support for all children will be dependent upon each child’s requirements and subject to funding if necessary. Children are supervised at all times and supported accordingly. Staff join children to eat packed lunches (provided by parents) at lunch time and offer encouragement and help as required. When changing nappies, two members of staff are present. Medicines are administered in accordance to the setting Insurance Policy. Training may be required specific to each child for example, EPI pens or inhalers. Children are respected and listened to, and will contribute their ideas in many aspects of the daily running of the pre-school. Staff also attend regular training including paediatric first aid, manual handling, health and safety, plus food hygiene.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The pre-school accesses various services from professionals to support the children who are in our care. They may include one or more of the following - speech and language therapists (SALT), SALT assistants (SALTA), portage, family outreach support workers, educational psychologists, paediatricians, physio, our Inclusion Officer, health visitors, community nursery nurse and social care services. These professionals can only be contacted if parental consent has been received by the setting.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff working in the setting are a minimum level 3 qualified or above. Staff receive regular training in paediatric first aid and safeguarding. Our setting SENCO attends frequent training and workshops to support her in this role. Our SENCO is also Thomas trained and is soon to embark on Portage training (September 2014). She has also attended Makaton training. We also have an Assistant SENCO who is currently completing a Diploma in Special Educational Needs. She is also Makaton trained. Our setting behaviour co-ordinator (BECO) has also attended available training, which is ongoing. The manager has recently completed a BA in Early Childhood Studies. The manager and another member of staff have recently qualified with Early Years Teacher Status. Further training will be attended as required.
- How will my child/young person be included in activities outside this classroom including school trips?
>Strategies and resources are used and sourced in partnership with parents, dependent upon each child’s individual requirements, so they may be fully included whenever possible. Our outings are arranged and organised generally by our parent group and all parents are invited to participate. With some specific outings parents do attend/transport their own child, dependent upon the location. The pre-school carries out full risk assessments, for every outing, and will pursue additional individual assessments as required for specific children – e.g. a child with a broken limb. These are agreed and completed with parents as required. Additional resources to support children to attend outings will be obtained subject to funding availability if required and not otherwise available.
- How accessible is the setting/school/college environment?
The pre-school occupies the lower floor of an old caretakers lodge, having sole access. Our homely, secure environment has the use of several rooms leading off from the hall and provides the use of a disabled toilet and nappy changing area. The main building can be accessed via a ramp, which would also be used to access our outdoor area. We use Makaton signing, visual timetables/displays (daily routines) and some aspects of picture exchange communication symbols (PECS) in our every day practice. We are currently in pursuit of further training in these areas, as we understand that PECS in particular is personalised to suit each child. For children who may attend with English as an additional language, or are from a travelling family we can approach the Ethnic Minority and Traveller Achievement Service (EMTAS) to help us to support your child, whilst they are with us.
- 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 work very closely with all parents around the subject of transition to ensure that this as smooth a process as possible for all who are involved – the child’s requirements being central. Parents and children are invited to visit the pre-school prior to starting, which they may do so as often as they wish too. We also make social story books to support transition either in to our setting or to support children moving to another setting. Team around the child (TAC) meetings are organised as required to ensure that appropriate strategies and support can be shared. We offer home visits, and work closely with other professionals who are involved with the child, and may also visit the setting, including speech and language therapists (SALT), portage, health visitors etc. Prior to moving to school, we liaise and arrange transition/Inclusion Partnership Agreement (IPA) meetings as required, which parents are fully involved with and are invited to attend. Arrangements do vary between the various schools that children move to however, visits are organised for children who may require additional support, by inviting the schools to see the children in their pre-school environment, and vice versa. Supporting documentation may also be completed, providing information to the new setting so they may continue to sustain the care and education of each child. Parents may share their child’s journal with school, however record development summary sheets (RDS) and individual tracking information shall be passed on to the new school following parental agreement.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Resources appropriate for all children currently attending our setting are provided. Subject to availability of funding and the specific requirements of a child who may have additional needs, resources will be purchased to support all individuals accordingly, so they may be actively involved and included. Visual aids, signs and symbols are also provided to support children with their communication, which is practised with all children who attend such as Makaton.
- How is the decision made about what type and how much support my child/young person will receive?
Parents know their children best and we will therefore gather our advice initially from you. If however, we feel that your child may benefit from additional support, upon receiving your permission we may approach other professionals. This could involve completing an Individual Education Plan (IEP) which will monitor each child’s progress, and then strategies can be implemented to support the child. This is monitored and reviewed regularly. Following reviews if it is appropriate the IEP shall be amended to help your child to continue their progression. This is done entirely at the child’s own pace and in agreement with the parents. Meetings with parents to share children’s IEP’s shall be arranged at least once a term. Please be assured that your child’s best interests are of utmost importance to any proposed decisions.
- How are parents involved in the setting/school/college? How can I be involved?
A parent partnership is established and enhanced through our keyperson system as soon as children join our setting. Information is shared regarding children’s progression inviting feedback from parents at least once a term. Liaison books are also provided, so information can still be shared, if for any reason someone else may drop off or collect your child from pre-school. Parents may become involved through numerous opportunities. We have a parent rota where you may offer your support in one of our sessions. You could also come along to one of our parent group meetings where we discuss various items, including, raising money to purchase equipment for the children, children’s outings and social events for parents. (This has been dependant on parents own/other commitments). Parents have often visited pre-school to share a particular, profession, skill or hobby that they may have. Surveys are also provided where your suggestions are invited for future ideas and events including workshop opportunities.