Family Information and Services Hub
Local Offer

Brighton Hill Pre-School

Offering services to:
  • Children 0-5
  • Primary school aged children
Carescheme type:
  • Pre-School Playgroup

Regular extra curricular activities and outings/ experiences Parental involvement through stay and play workshops, fun events and committee membership opportunity. Books to take home to share with parents to develop early literacy and communication skills. One large outdoor area with two covered areas for all weather use. Closed Facebook group for rapid and effective communication with parents. Pre-school website for events and term dates, information and more information on services available at www.brightonhillpreschool.co.uk 15 hours per week early years education funding for eligible 2 Year Olds and all 3-4 Year Olds. 30 hours funding also available for eligible 3-4 year olds. Opening times 9:15- 16:15 Monday- Friday (TERM TIME ONLY)

Who to contact

Telephone
01256 844010 01256 844010
E-mail
manager@brightonhillpreschool.co.uk
Facebook
Closed facebook page for parents of attending children.

Where to go

Address
Barber Road
Basingstoke
Postcode

RG22 4EY

View RG22 4EY on a map

Availability

Other notes

We are an inclusive setting and we welcome all children and families. We cater for many children who have English as an additional language and children who have additional needs. We ensure we work with parents and outside agencies (if and when required) to ensure all children's needs are met to the best of our ability to ensure the child is able to access all activities and experiences we provide.  

Inclusion Information

Special Needs provision
Yes
Special Needs Experience
Global Developmental Delay
Visual impairment
Emotional needs
Learning difficulties
Loss or Bereavement
Hearing Difficulties
Language impairment
Physical impairment
ADHD Attention Deficit Hyperactivity Disorder
Asthma
Medical Needs
Challenging Behaviour
Social development impairment
Diabetes
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Details
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,Visual difficulties

Childcare Information

Vacancies

Immediate vacancies
Yes

Funded Places

Offers 3 & 4 year old funded places
Yes
Offers 2 year old funded places
Yes

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:15 16:15
Tuesday 09:15 16:15
Wednesday 09:15 16:15
Thursday 09:15 16:15
Friday 09:15 16:15
Facilities
Ride-ons
Role play dressing up
Kitchen Facilities
Laptop
Construction toys
Cookery
Music time
Climbing Frame
Sandpitsand play
Messy Play Area
Computer
Nappy changing facility
Sensory Play
Outdoor Playspace
Songs, Rhymes and Music
Outdoor Play
Small world toys
Swing
Themed Sessions
Treasure baskets
Pets
Garden
Toys
Accessible Parking
Visit & Outings
Walks to local park etc
Allotment Plot
Arts & Crafts
Healthy Eating
Both indoor and outdoor activities
Internet Connection
Quiet Area
Kitchen
Car Parking
Water play
House based activities
Books & Storytelling
ICT Facilities
PuzzlesJigsaws
Wendy House

School Pickups

Does not offer school pickups

Local Offer

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

The keyperson will use the EYFS Statutory Framework, Birth to 5 Matters and their knowledge of child development to assess your child's development. They will use monitoring tools as well as the above to assess if your child is 'on track' or 'not on track' in relation to their age. If your child is 'not on track' this will be discussed with you, we will talk through ideas and strategies to support your child at preschool and at home. If you, yourself have concerns regarding your child's development we encourage you to come in and talk to use about your concerns we can discuss what your child is like in both environments and can make a plan as to how we can move forward to support yourself and your child. We offer support through various courses, outside agencies as well as referring your child if necessary to other agencies for example speech and language.  

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

The Key person will monitor and record, via observations; the child’s progress. If your child does have additional needs the keyperson and yourselves will discuss an IEP (individual educational plan) that can be set to support your child. The IEP's (individual educational plan) are set and reviewed between 6-8 weeks (all staff are continuously updating their knowledge of SEND information) The setting’s SENDCo is also using continuous professional development to update with current legislation and knowledge of different needs (such as 'understanding Autism) Development reviews and staff meetings are held every half term to evaluate the IEP’s (Individual Education Plan) and keep all staff informed of the child’s needs and methods for progression. The Key person is continuously observing, monitoring, evaluating and re–setting targets for the child’s progression. The parent has access to this information and will be kept updated through discussions, telephone calls on a regular basis. The key person will liaise with the setting SENDCo to plan the next steps for the child which will also be discussed with everyone involved with the child's development. The SENDCo liaises with the ISSO at Services For Young Children as and when required. The setting refers to our SEND Policy for inclusion and SEN support at all times.

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

Every child with additional needs is provided with an individual target which reflects their needs. We work within the EYFS (Early Years Foundation Stage) framework and plan for each individual child’s interests, needs and abilities. The pre-school has a designated SENDCo who will recommend suggested activities and strategies to support any children with additional needs. Visual prompts are provided to allow children to access activities within the setting. Funding can be accessed at the discretion of the ISSO and Hampshire County Council however this will be carefully thought about before applying for this. We look at our environment on a regular basis to ensure that all children have assess to all areas of the preschool.  

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?

The pre-school encourages discussions with the parents as often as required. Using the EYFS Statutory Framework/ Birth to 5 matters and a good, clear understanding of child development highlights where any extra support is needed. If any additional needs are identified the appropriate agencies may need to be involved (with parent consent). Liaison with parents to discuss the strategies suggested will aid support at home and in the setting. The key person will ensure they have a sound understanding of a child's starting points and their next steps in order to support their learning and liaise with the parents. The pre-school provides strategies to support the family in the home. The key person / SENCo will arrange meetings with the family to advise of strategies to help support your child’s learning. Parents evenings are arranged in January and July of every year. As previously mentioned we have an open door policy so parents are welcome to pop in and discuss any concerns at their leisure. At Brighton Hill Pre-school we pride ourselves in our parental partnerships. Termly newsletters are printed with information regarding dates of events. In our Foyer we provide leaflets and brochures of support groups and networking for parents/ guardians. We use tapestry to keep parents up to date with the experiences their child has had as well as what their child has learnt/ showed an interest in over the weeks. 

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

Your child’s wellbeing is one most important aspects of the care we provide. We provide individual support which is respected by all members of staff. Our SENDCo liaises with the key person to provide Individual Education Plans to support the child’s needs. Each child is UNIQUE and treated with respect within their own right. Continuous play and self-selection is promoted to encourage self-esteem and independence within all areas of development. Open space to learn outside is also very important. We have a quiet area where they can relax and look at any books they wish, we have an ICT (Information and Communications Technology) area providing use of a laptop and tablets. We have a lot of physical apparatus outdoors to encourage physical development. We extend children’s play and learning whilst respecting the child’s need for self-expression and creativity, this provides the child with opportunities for discovery and exploration. Small group activities also encourage those children who are less confident. Administration of medications is carried out by our health and safety representative and in their absence this will be done by another member of staff who is first aid trained. Medications are only given if they have been prescribed by the child's doctor. We record the details of the medication, dosage and frequency. This is witnessed by another member of staff and the parent is required to sign and date at the end of the session. Staff respects children's privacy whilst dealing with personal routines. All members of staff promote positive role modelling, encouraging language and social skills which enhances their self-confidence.

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

All staff are qualified to NVQ Level 3 and 2. Staff are all First Aid trained and are competent when managing accidents and incidents. Staff have level level 4 safeguarding training, our Early Years Designated Lead For Safeguarding ensures that all members of staff are kept up to date with any changes in legislation, this is done through staff meetings. The Pre-school SENDCo is fully trained and attends regular update seminars to increase her knowledge of the SENDCo role. Makaton for beginners has been completed by members of staff which aids communication with all children.  Our SENDCo attends regular courses and support groups and attends meetings to explore new strategies to help children with additional needs this is relayed to all staff at SEND meetings to ensure all staff are aware of 'best practice' when managing children with additional needs. Where required we liaise with Portage, SALT (speech and language), portage plus and other agencies  to ensure all children are provided with the best care. We work in conjunction with local schools which aids a smooth transition from Pre-school to School. 

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

As previously mentioned all of our staff have completed NVQ training which provides knowledge of supporting children with SEND. The SENDCo attends regular courses and information sessions to aid and support any child with additional needs. She organises small group activities/exercises to support the children for example the listening and attention box/ language box. Makaton has also been completed by members of staff. Our SENCo has also attended behaviour management courses. Staff are trained and understand that safeguarding/welfare and equal opportunities are paramount in childcare. If new legislation is required we ensure it is put into practice. At the pre-visit your child’s needs will be discussed ensuring any questions or concerns are addressed to ensure a smooth transition into the setting. All staff have relevant First Aid training.

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

Committee meetings are held to discuss suggestions and suitability for trips and outings. Sometimes a vote is needed to decide with all parents input where agreement is not achieved. Costs, travel and time are also factors to be discussed. Information is provided via newsletters and flyers about forthcoming trips and events, which require parental permission. If any dietary/alternative needs are required, this will be catered for. When outside the Pre-school we provide 1 (Adult)-2(Children) care. If a child has particular needs that require 1-1 care (including medicinal needs) this will be accommodated (where possible the child’s Key Person). A buggy /reins may be required which would be arranged with the parent. Explanation and discussion with the children prior to the trip will also ease the transition; as things will be different from the norm. Visual prompts may also be used. If needed parents will be asked to come on any outings to ensure the 1 staff to 2 children are met. 

How accessible is the setting/school/college enviroment?

Brighton Hill Pre-school is fully wheelchair accessible. Sloped paths to outdoor entrances, wider doorways and spacious rooms. Equipment is child friendly height. Disabled toilet facilities are also available. We have a visual time table displayed and picture prompts for all resources in the rooms. Symbols and labels are displayed for instructions enabling all children to access any equipment/facilities with ease. This is accessible indoors and outdoors. Our outdoor area is very spacious, brightly coloured and very attractive. Plenty to explore and discover! The curriculum is available through resources and zoned areas. Equipment is available for all ages/stages of development. Each member of staff has a lanyard clip with a visual time table and symbols to aid communication. Discussions with parents about some of the individual symbols used for children with EAL may also be used. We will provide literature in other languages if requested. If communication with parents with EAL is difficult a translator may need to contacted (via the PLA) if consented to. Using sign language, body gesture and Makaton may also be helpful to aid communication. All staff have had basic Makaton training. Parent partnership working and multi-agency collaboration also aids our communication strategies. We will provide an agreed method of communication to aid the child’s needs for development. This is achieved with shared discussions and with IEP’s or progress plans for Personal, Social and Emotional Development and Communication and Language development..

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?

Brighton Hill Pre-school provide a registration form and an 'all about me' form which is completed by the parents before the organised home visit. All this information will provide the Manager and Key Person valuable facts about the needs and family background of the child, parental preferences, and the child likes and dislikes, to aid the family and child to settle into the setting with ease. At the home visit the allocated key person and either the manager or deputy will attend, whereby any questions/ information sharing and introductions can be conducted, as well as us to meet your child in their usual environment.  If any settling in sessions or lesser hours is required to aid with the transition into preschool, this can be accommodated  . Uniform and bags are available but not compulsory to aid a sense of belonging. Transition to school is also supported with equal parental involvement. The schools in our area usually come and visit, to speak to the staff about the child's strengths and any additional support or needs they may have. As well as in turn the school will speak to the parents at a home visit to establish the child’s development needs and plans. Transition/ TPA meetings with our SENDCO at the school may also be required to explain your child’s needs for support, to again aid a smooth transition to their school. Informing parents about initial enrolment dates and schools in the area will also be communicated. The Pre-school include a topic about ‘Going to School’ to aid their preparation, to reduce the anxiety and pressures of moving on to 'big school'. 

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

We offer a variety of differentiated activities and resources to meet individual needs. We can apply for financial help to provide more specialised equipment where needed; for example, braille books, frames for standing or more complex visual/textual activities. Some of these can be enjoyed and experienced by all the children. If more 1-1 assistance or guidance is needed again this funding may be advantageous. This would usually be with the Key Person. Other agencies may become involved and be needed more regularly in the setting. The funding and resources will be provided to help your child’s individual needs therefore allowing for equal opportunities and inclusion.

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

Your child’s Key Person will be monitoring and recording your child’s development, which will highlight any areas of development your child is exceeding or finding more difficult. If your child is finding some areas of their development difficult then extra support will be required, and an IEP will be set, to specifically focus on the area of need. As well as IEP's s relevant referrals maybe completed to outside agencies, only with consent from the parents. Every month the child's key person will have a meeting to discuss any progress and next steps, this provides the parents with a positive relationship with the child's key person and SENDCO, and an opportunity to discuss anything the parents wish to discuss. If your child requires a high level of support then SEND funding may be accessed at the discretion of Hampshire County Council.  

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

The parents are continuously informed by the key person of their child’s development. Information sharing is vital. Parents have an opportunity to speak to their Key Person at any time. We have an open door policy. We hold 2 parent evenings each year; Jan and July where parents can discuss any concerns and raise suggestions as well as the key person to discuss the child's development. Daily discussions are face to face at pick up and drop off times to report any news of the day. We arrange many ‘Stay and Play’ mornings including ‘Mummy Stay and Play' and 'Daddy Stay and Play' A parent rota is also available to voluntarily assist in the setting. Any skills that can be shared are always a plus! We are also committee run so parental involvement and support is always appreciated. Many opportunities are available to be involved in your child’s learning. We pride ourselves on our strong parental partnerships. We also use tapestry to observe and record children's development, these come with pictures and/or videos to keep parents up to date with what the children have been doing at preschool on a regular basis. 

Offering services to:
  • Children 0-5
  • Primary school aged children
Carescheme type:
  • Pre-School Playgroup

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Last Updated: 23 February 2024

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