Winton Playgroup is a well established privately owned community playgroup based in a local Guide hall, close to the town center offering high quality inclusive childcare to children age 2-5 years old.
Who to contact
Where to go
Girl Guides Association Guide Hut
- GU32 3LH
- 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
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 14:30 Tuesday 09:00 14:30 Wednesday 09:00 12:00 Thursday 09:00 12:00 Friday 09:00 14:30
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 05/12/2017 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 5.75 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
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
Our fully trained SENCO’s work with you and your child’s key person to plan appropriate support needed for your child. Initially with your consent our area inclusion co-ordinator (INCO) will carry out an assessment of your child to determine any areas of concern. The SENCO’s liaise with relent agencies, plan and oversee all support for your child. Your child’s key person together with our SENCO’s support will work with your child to ensure progress is being made, an individual learning plan will be followed which will be devised with parents input. One to one support will be given to children who are eligible for extra funding. We work in partnership with parents and other agencies in meeting individual children’s needs.
- How will the curriculum be matched to my child's/young person's needs?
We use the Statutory Framework for the Early Years Foundation Stage. Development is recorded in learning journals which is available for parents anytime. Your child’s key person is available to discuss any concerns. Activities are planned for each individual child using their current interests to support areas of development. Activities are age and stage appropriate and are adapted as necessary. Every child is included and able to learn at their own pace.
- 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?
Your child’s key person, SENCO’s and the manager will support parents with their child’s needs and are available to discuss anything that you may need. Your child’s learning journal which observations, photos, and next steps are recorded are regularly updated and shared with parents. We discuss strategies we are using so you can continue them at home. Children who are aged two we carry out a progress check as close to their second birthday as possible and a summative progress check if they start with us after they are two to discuss their progress and development. If your child has additional needs and an Individual Education Plan (IEP) which will have targets on it to support your child’s development we will have meetings with you every half term to discuss progress and review targets.
- What support will there be for my child's/young person's overall well being?
Your child will be in a safe, secure environment with fully trained staff that will support your child’s needs. The manager and deputy manager are responsible for over seeing administering all medicines and if a child needed support that we are not trained to give we ensure appropriate training courses are intended. We have an administering medicines policy, Safeguarding policy, Health and Safety policy and managing behaviour policy which are reviewed regularly, these can be viewed at any convenient time to you. We aim to ensure all staff has up to date paediatric first aid training, all staff have safeguarding training and our leading safeguarding practitioner regularly update staff on any changes to safeguarding policy discovered on safeguarding briefings attended staff meetings. Our SENCO, s work with staff and parents in supporting children with behavioural needs. We will put strategies in place to support them and other children in the playgroup including them in all activities in an appropriate way. Children may be given a behaviour plan to outline the support we will be giving them; this is discussed and reviewed with parents. All our children have their own opinions and can contribute to their learning and development; this is shown through observation showing their opinions through their behaviour and actions. As children get older they may be able to verbalise their opinions which are taken into account when planning activities and completing IEP’s and/or behaviour plans.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have close links with several specialist services including our local Speech and Language Therapy service, outreach, Area Inclusion co-ordinators (Inco’s), local children’s centre and the Early Years Advisory team.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our settings two SENCO,s have several years experience working with young children who have been identified as having additional needs, they also have completed SENCO training, behaviour management training, and attend termly SENCO briefings. All staff including our SENCO, s have completed a basic Makaton training course which is signing to support children with limited speech.
- How will my child/young person be included in activities outside this classroom including school trips?
>All of our activities are adapted to ensure all children have access and can take part. When going out on local walks and visits we lower the ratios so that the children are adequately supervised. We aim to ensure we have one adult to two children, for children needing extra support we will implement a one to one support. Risk assessments are carried out prior to any trip to ensure everyone’s health and safety will not be compromised. If it is felt that the child may require extra support and/or could be emotionally upset by the change of routine we ask Parents/carers to come with us if possible.
- How accessible is the setting/school/college environment?
Our setting is on the ground floor and wheelchair accessible, we have facilities for nappy changing and an accessible toilet on the ground floor. The hall is fitted with a hearing loop. Our outdoor play area is also wheelchair accessible. Other than physical restrictions constrained by the building, we will always make reasonable adjustments to accommodate your child’s needs.
- 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 encourage all parents to visit their child’s intended school before admission. We work closely with our local school. Teachers come to visit early in the year to start familiarising themselves with the new intake. Children who need extra support are discussed to ensure the transition to school will be as smooth as possible. We visit our main feeder school usually twice as a group in the summer term, then visits begin with parents. Children needing extra support are invited to visit the school as many times as needed. We use school role play, have photos and stories based on our local school to help familiarise the children with the school and routines. We talk about what they may experience at school and encourage children to talk about their feelings. The school will be given as much information as possible about your child and for children who will need extra support at school a transition meeting will be arranged with the professionals working with your child to ensure the new school will know how best to support them and what they may need to put in place before they start.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We have resources for a wide range of stages of development. We ensure that all children with Special Educational Needs have access to suitable activities and learning opportunities and experiences, and that their needs are met to the best of our ability with the funds available. If a child requires additional recourses we will liaise with relevant agencies to see if we can get them.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s key person, our SENCO’s, Area INCO, parents/carers and any other outside agencies will discuss what support would be appropriate for your child’s need. All children are individual and will need different types and levels of support. Support is monitored through regular observations and reviewed to ensure it is helping your child to progress. Individual education plans are also reviewed to ensure they are achieving on their development milestones. Usually if your child has support from one or more outside agencies extra funding can be claimed which will enable us to give your child some one to one support. Support is tailored to a child’s individual needs and adjustments are made if needed.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents/carers to be involved in the playgroup; this includes contributing to your child’s learning journal and suggesting next learning steps. Parents are welcome to come in and help with specific activities, or to celebrate certain festivals and to help on outings. We hold lots of social occasions that parents are encouraged to attend such as sports day, Christmas, Easter and leavers performances. We regularly survey all parents to find out their views on all aspects of the playgroup. We are continuously developing ways to work effectively in partnership with parents/carers.