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Family Information and Services Hub

Brighton Hill Pre-School

Pre-School Playgroup

Coronavirus status: OPEN
Coronavirus status: OPEN
Regular extra curricular activities and outings/visits. Parental involvement through stay and play workshops, fun events and committee membership opportunity. Activity bags for use at home to extend learning. 2 outdoor areas with 2 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 free early years education for 2 Year Olds and 3-4 Year Olds. Open 9;15am-4:15pm

Who to contact

Telephone
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
Accessibility
Sensory adaptations, Accessible changing, Secure environment, Wheelchair access, Low stimulus, Soft play, Accessible toilets, Disabled parking

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
Yes
When is childcare available
Term Times
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
Visit & Outings
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play
Computer

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
13/03/2018Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Yes
Experience with
Physical impairment
Medical Needs
Visual impairment
Challenging Behaviour
Social development impairment
Hearing Difficulties
Language impairment
Details
Caters for children with special needs.

Costs

Availability

Age Ranges
5 to 8 years, 0 to 5 years

Time / Date Details

Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only

Local Offer

Local Offer
Communication
PECS, Makaton
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. 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 SENCo is also using continuous professional development to update with current legislation. 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 SENCo to plan the next steps for the child which will also be discussed with everyone involved with the child's development. The SENCo liaises with the Area Inclusion Officer at Services For Young Children. If outside agencies are needed for support, the SENCo will complete and send the appropriate referral. Initial concerns are raised with the INCo (Inclusion Officer) and a meeting for observations may be required. The setting refers to our SEND Policy for inclusion and SEN support at all times. regular meeting are held with the Area Inclusions Officer to discuss strategies and next steps for children requiring additional support.

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

Every child 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 abilities. The pre-school has a designated SENCo who will recommend suggested activities and strategies to support  a child 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 Area Inclusion Team. 

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. Tracking the child against the levels of 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 evaluate the observations and targets within the child’s learning journal 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. 

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 SENCo 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 enhancing their self-confidence.

What specialist services and expertise are available 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 3 or level 4 safeguarding training, our Child Protection Liaison Officer 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 SENCo is fully trained and attends regular update seminars to increase her knowledge of the SENCo role. Makaton for beginners has been completed by members of staff which aids communication with all children.  Our SENCo attends regular courses and support groups and attends meetings to explore new strategies to help 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 SENCo attends regular courses to aid and support any child with additional needs. She organises small group activities/exercises to support the children.  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 child care. 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 environment?

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 or 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 meetings with our SENCO 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 SENCO, and an opportunity to discuss anything the parents wish to discuss. 

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 ‘Daddies Day’. 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. 

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