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Colden Common Pre-School Playgroup

Pre-School Playgroup

Coronavirus status: OPEN

Rated ‘Good with outstanding elements’ by Ofsted, our Pre-School is set in the heart of Colden Common village. We offer caring, safe, stimulating, quality childcare for little ones aged 2 years up to Reception.

We welcome children from the village and the local area including Twyford, Fair Oak, Bishopstoke, Eastleigh and Owslebury.

Our aim is to enhance the development and education of children under statutory school age, in a parent-involving community based group, to provide a safe, secure and stimulating environment, to work within a framework which ensures equality of opportunity for all children and families.

We are led by the children’s interests and we strongly believe together with the EYFS (Early Years Foundation Stage) in allowing children to learn through play which helps their imaginations to thrive and their confidence to grow.

We visit the local primary school regularly for music sessions and enjoy visits from children’s groups.

We look forward to meeting you soon!

Who to contact


Term time call 01962 715 401

Out of term time call 01962 712 477

Where to go

Colden Common Community Centre
St. Vigor Way, Colden Common
SO21 1UU

We are located in the Patrick Moore Room of the Community Centre. There is level access and a large car park.

Wheelchair access, Level access, Accessible toilets, Disabled parking

Childcare Information


Immediate vacancies
Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:00
Tuesday 08:30 15:00
Wednesday 08:30 15:00
Thursday 08:30 15:00
Friday 08:30 15:00
Role play dressing up
CCTV security cameras
Construction toys
Music time
Climbing Frame
Sandpitsand play
Messy Play Area
Disabled Access
Nappy changing facility
Nature Exploration
Songs, Rhymes and Music
Outdoor Play
Small world toys
Themed Sessions
Accessible Parking
Home Corner
Allotment Plot
Arts & Crafts
Healthy Eating
Both indoor and outdoor activities
Car Parking
Water play
Books & Storytelling
Wendy House

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
07/05/2019Re-inspection (Early Years Register)Good

Inclusion Information

Wheelchair Access

Has Provision

Special Needs

Has Provision
Experience with
Emotional needs
Learning difficulties
Autistic Spectrum Disorder ASD
Cerebral Palsy

Dietary Needs

Has Provision

Cultural Provisions

Has Provision



Age Ranges
0 to 5 years
Other notes

We are able to cater for additional needs.

Time / Date Details

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

Local Offer

Local Offer

Please refer to 'Questions for Non School education settings'

Contact Name
Jacqui Hadley
Contact Telephone
01962 715401
Contact Email
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?

At Colden Common Pre-school Playgroup we have a booking administrator where any initial concerns can be discussed and the setting s supervisor will be informed. The supervisor will arrange a 1-1 induction during the first two sessions attended. If further visits or meetings with staff are required these can be arranged on an individual basis.

At the beginning and end of each session there is informal time to talk to your child’s key person. In line with the Early Years Foundation stage, each child is allocated a key person, to ensure continuous care, and support for the child and parents during their time at the setting.

The key person will share and update your child’s learning journal, communicating regularly on your child’s progress ensuring parents are kept informed on their child’s progress.

Parent open weeks are held within each term, where 1-1 appointments can be booked, giving an opportunity for sharing progress and discussing appropriate next steps for your child

All children attending the pre-school are monitored and observed in line with the early years foundation stage. A two year old development check is carried out and shared with you and any concerns regarding development will be discussed.

Staff at the setting are a level 3 or above and new members of staff will be working towards reaching the minimal level.

The group has a dedicated Special Educational Needs Co-ordinator (SENCo) who monitors your child and liaises with you and outside professionals if required.

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

The SENCo will liaise with you, any other agencies involved and your child’s key person in order to monitor your child’s progress.

Individual educational plans or behaviour plans are drawn up in consultation with all who are involved with your child.

The amount of support is tailored to fit the individual needs of your child. 1-1 assistance or small group work is arranged.

The assigned key person will work with your child and implement the next steps to aid their development.

The SENCo, key person, and supervisor are always available to explain the educational plan for every child.

The pre-school works closely with the Services for Young Children Area Inclusion team and SENCo support meetings are regularly attended.

Each child has a learning journal compiled by their key person; this gives a written and pictorial record of their learning and development throughout their time at the setting.


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

Regular observations and record keeping is carried out by your child’s key person and recorded in your child’s learning journal.

The planning for each session is ‘child led’, so that the curriculum is built around the children’s interests; your child’s key person will plan around these interests incorporating the next steps for your child.

Your child is a unique person. The pre-school allows each child to explore and investigate in a rich environment that ensures the safety of all children attending the setting.

1-1 support is provided if your child requires adult input to ensure their own or others safety.

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 setting offers a termly 1-1 meeting with your child’s key person.

The key person or SENCo can be spoken to on informal basis if they are available, working days will be notified.

External agencies involved with your child are able to visit the pre-school to observe or work with the child.

The pre-school uses the Early Years Foundation Stage Development Matters to monitor development progress.

You are given information through Emails, the Colden Common Pre-school Playgroup Facebook page, newsletters and notice boards placed outside the pre-school hall.


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

The Key Person is responsible for ensuring your child is safe and secure; both emotionally and physically throughout the transition from home to pre-school and later to full time education.

We maintain an inclusive service. The room and play area are checked before each session for safety. The children are taught to follow the pre-school’s rules of behaviour to ensure safety.

A least one qualified first aider is on site at all times and the majority of staff are trained for Epipen administration. All medication is stored in a secure place. A record book is kept of all medications held and dosage, time of administration is recorded and signed by you.

All staff are DBS checked, and regularly updated with safeguarding training. The pre-school policies include child protection, anti bullying and special educational needs.

You may not use photographic devices unless all other parents and carers have given their consent.

No student or parent/carer may accompany children other than their own to the toilet. All disclosures made by a child is treated in line with our child protection guidelines.

An accessibility toilet with nappy changing facilities is available.

Allergy and dietary information is posted near the snack bar on the children’s name leaf with allergies indicated in red to inform all staff. We also have an allergy protocol file for individual signs and symptoms of allergies.

We operate a nut free zone. This may be reviewed if the setting has no children attending with a nut allergy.

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

The members of staff all have a wealth of experience and have undergone training up to level 3 Early Years Child Care and Education.

The SENCo is level 3 Early Years Child Care and Education and has attended SENCo induction training.

The pre-school liaises with the Area Inclusion Team, Speech and Language Therapists, Specialist Advisory Teachers, Portage and Educational Psychologists in order to support our children.

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

Training is undertaken to equip staff with the necessary knowledge as the need arises.

All staff will work closely with you 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?

All outings undertaken by the pre-school are within our local area. With the exception of our summer outing, where we use a coach to reach our destination. We use parents and carers help as well as staff, with one adult to two children unless one to one is required.

All areas visited are wheelchair/buggy accessible.

The committee organise various events to fund raise throughout the year to which all children on role, their siblings and family members are welcome.

How accessible is the setting/school/college environment?

The building is wheelchair, buggy accessible. There is an accessibility toilet with nappy changing facilities.

Guidance from specialists would need to be sought if specialist equipment is required as the pre-school is in a community building that is also used by others.

The acoustics in the main room are not ideal for all children as it is very loud and echoes; so the children are encouraged to use inside ‘quiet’ voices when playing inside.

The setting is all on one level with an attached large garden that is laid to patio and astro- turf.

English as a second language is catered for by the Ethnic Minorities and Travellers Achievement Service (EMTAS) who help with translation of information for parents. We provide: books, posters and culturally appropriate items whenever possible. 

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?

In consultation with yourself and other agencies involved with your child we will ensure that the appropriate equipment and care will be in place to make entry into the pre-school as smooth as possible.

Taster sessions can be arranged when you and your child can visit the pre-school to familiarise yourselves, with the room and staff prior to attending.

For transition Teachers from the receiving school visit the pre-school to meet the children.

Visits are arranged during the summer term, for the children to go with staff to see their feeder school.

Review meetings will be held regularly during your child’s time at our pre-school, with the Key Person, SENCo, yourselves and all other professionals involved in your child’s care. From these, decisions could be made to support children’s transition to specialist schools if required.

For children requiring extra support to access their local main stream school an Inclusion Partnership Agreement (IPA) is set up in collaboration with the pre-school, the feeder school and you to ensure the transition is as smooth as possible.

Information is shared with the feeder school that is relevant to the transition. Your child’s portfolio may be shared.

Before your child starts at pre-school, you are asked about your child’s interests so that the curriculum can be tailored to ease transition from home to pre-school.

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

All children receive up to 15 hours per week or 30 hours (if eligible) funded  early years education from the term following their third birthday. 

Additional funding can be claimed for children with special educational needs (SEN). A child receiving additional funding for special educational needs will have access to all facilities provided by the pre-school. The funding is allocated to enable the child to achieve their full potential, possibly one to one support, specialist equipment, and appropriate toys to aid development or the creation of pictorial support aids. This is decided upon through consultation with all who are involved with the child at a “Team around the child”(TAC) meeting.

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

If your child has already had a diagnosis then a TAC meeting will be held before he or she starts at the pre-school. Decisions are made through consultation with all parties involved with the child’s care; this includes you, specialists, as well as the pre-school’s SENCo and key staff.

If your child has no diagnosis but you have expressed concerns or the Key Person has identified a problem at the 2 year check (which is carried out during the child’s first term) then a meeting will be held with you to explore ways of supporting your child.

Observations and behaviour records (ABCC) are carried out and shared with you on a regular basis.

The amount of support is dependent upon your child’s needs and is decided through consultation between the manager and the committee.

The SENCo draws up an Individual Education Plan (IEP) in collaboration with you and the Key Person; this is reviewed each half term. At the review the impact of the support will be assessed and moderated as appropriate.

Monitoring of progress is carried out termly and recorded; to ensure that the curriculum is ensuring progress in all seven areas of the Early Years Foundation Stage.

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

The pre-school is managed by a committee of parents and carers, members of which are nominated and seconded on a yearly basis at the Annual General Meeting, which is open to all. We are always pleased to welcome new members to join and contribute to the running of the pre-school.

You are encouraged to share any specialist ability or interests with the pre-school such as nursing, playing a musical instrument or cooking skills which could benefit your children in the pre-school.

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