Forest Bears Pre-School
We provide a safe and stimulating environment for children to play and learn. We offer flexible hours to suit individual needs. Facilities include Free Flow learning environment and a large garden.
Who to contact
Where to go
Forest Community Centre
- GU35 0BS
- 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 08:30 15:00 Tuesday 08:30 15:00 Wednesday 08:30 15:00 Thursday 08:30 15:00 Friday 08:30 12:30
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 05/07/2017 Inspection (Early Years Register) Good
- Has Provision
- Experience with
Social development impairment
- Caters for children with special needs.
- Age group - Age range: 5 per hour, 32.5 per day
- 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
- How will early years setting/school/college staff support my child/young person?
Our SENCO oversees all support and progress for any child requiring additional support in the setting. They work closely with the parents and the child’s key worker, and any outside agencies involved including the Area Inclusion Coordinator (INCO) Our SENCO attends the SEN support group and transition meetings to school. They are supported by all staff members at the setting; who are all experienced in child development.
- How will the curriculum be matched to my child's/young person's needs?
All children are individuals and we use the Early Years Foundation Stage Curriculum as a guide for each child’s development. Children’s progress is recorded in their learning journals and Individual Educational Plans (IEP), which are written to support learning at the setting and at home. Our sessions are child led, so that the curriculum is built around individual children’s interests.
- 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 work closely with parents and carers, we have termly consultations with the key worker and SENCO, to discuss your child’s progress, look at their record of development, what we are doing in the setting and what you can do at home; this means that there is a continuity of care. You have the opportunity to say what your child is achieving at home and give your views on their next steps. In addition to the planned meetings, your child’s key worker is always available to talk to you. We can put you in touch with organisations that offer parent training and support. IEP’s and reports from outside agencies are reviewed with you at times suited to your child’s needs. Outside agencies involved with you child are able to visit them at the setting.
- What support will there be for my child's/young person's overall well being?
We are an inclusive setting; we have a caring team looking after our children; who believe that children having a high esteem is crucial to a child’s well- being. The key worker has overall responsibility for your child; they are fully supported by the SENCO. We also work closely with outside agencies to provide additional support if needed. Our Valuing diversity and promoting equality, supporting children with special educational needs, admissions policies are available to all parents/carers. All staff are trained in first aid. Behaviour plans are put in place if needed.
- What specialist services and expertise are available at or accessed by the setting/school/college?
At the setting we have a very experienced team, including a SENCO co-ordinator and SENCO. We work very closely with any outside agencies that are involved with your child, or we can refer your child to these agencies, after discussion with you. These include the Area Inco, Speech and Language therapists, Portage .We have strong links with our local Children’s Centre. We can access the EMTAS (Ethnic minority traveller achievement service), who can assist us in supporting our families with English as an additional language.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All of our staff are very experienced and are first aid trained. The SENCO is qualified and attends regular briefings put on by the Area Inco’s. The SENCO cascades this at our regular staff meetings. All the staff will be attending a Makaton course, in the next academic year. All staff work closely with the family and 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?
>A risk assessment is carried out before any off site activity to ensure everyone’s health and safety won’t be compromised. All children are included in all parts of the early year’s curriculum; we aim for all children to be included. We work closely with all parents to ensure the inclusion of the individual child.
- How accessible is the setting/school/college environment?
The setting is wheelchair accessible, with a toilet large enough to accommodate changing, within the community centre. The toilet within the setting is raised and has support bars. Full access to our outside environment, which is on one level. We use visual timetables where needed, staff to undertake a Makaton course in the next academic year. We can access the EMTAS (Ethnic minority traveller achievement service), who can assist us in supporting our families with English as an additional language.
- 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 prepare a social story of our setting for children and their parents/carers to share at home. For children moving on to reception we prepare a social story of their new school in collaboration with the school. Before children start at our setting the families are offered a number of settling in visits, the number depends on the individual child. We work with the families to determine this. We will arrange transition meetings with the new school; to include the parents/carer, setting SENCO, Key Worker, Area Inco and any other professionals involved. To ensure that all relevant paperwork is passed on and all needs are discussed and understood. In our role play area we have a school uniform box for the children to dress up in.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We ensure that all children who have special educational needs are met to the best of the setting’s ability with funds available. We have a wide range of equipment and resources to meet most needs. Additional funding may sometimes be claimed for children with special educational needs; this could be allocated to one to one support, specialist equipment, and appropriate toys to aid development. The SENCO in conjunction with the key worker deliver the programmes designed for individual children; on a one to one basis if required, regardless of funding.
- How is the decision made about what type and how much support my child/young person will receive?
This will be through on-going discussions with parents/carers. The SENCO, Key Worker will discuss the child’s progress and what support is appropriate, in conjunction with any reports from outside agencies. Different children will require different levels of support. We will review the child’s IEP (Individual Education Plan) and their next steps to ensure they are making progress, and review their record of development to see that they are making progress.
- How are parents involved in the setting/school/college? How can I be involved?
All parents are encouraged to take an active part in their child’s time at the setting. From attending events during the year, offering skills to share with the whole setting, contributing to their child’s learning journals and IEP’s and next steps.