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Little Lambs Pre-school 110498

Pre-School Playgroup

Coronavirus status: OPEN
Coronavirus status: OPEN

Little Lambs is a pre-school offering childcare to children aged 2-5 years old. We provide a safe and stimulating environment that is planned around children's developmental needs and interests. Little Lambs Pre-school is accredited with the Makaton Friendly Status.

Who to contact

Contact Name
Jo Aeschlimann
Contact Position

Where to go

Little Lambs Preschool
The Church of the Good Shepherd, Winklebury Centre,
Winklebury Way
RG23 8BU
Sensory area, Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking



Referral required

Local Offer

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?

Young children learn best when they are happy, confident and feel safe. Little lambs place the importance on each key carer creating a good attachment with their key children in order to support them.

At Little lambs Pre-school we offer varied and flexible start times. Main session times are Monday - Thursday (from 9.00 - 14.45) and Friday (9.00 - 13.00) term time only. We offer an open door policy for parents/carers to come and speak to us with any concerns during the session.

Children are allocated a key carer before they start, the key carer will gather information provided by parents, then compiles many observations on the child throughout their time with us. Little lambs works alongside the Early Years Foundation Stage (EYFS, 2012) as guidance on the child's learning and development.  Children that attend Little lambs are observed and assessed in line with the EYFS. With this information we monitor the child's development and set up the child's learning journal. Two year checks are carried out and are shared with the parent/s. The key carer will notice if children are below their expected milestones. The key carer will raise their concerns regarding behaviour, speech and language, physical development, social and emotional development, after which we will sensitively approach the parents and with their consent contact external agencies.
If there are concerns about a child's learning & development the Special Education Needs Coordinator (SENco), will have a discussion with the key carer and then along with the key carer introduce themselves to the family.


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

A Learning Journal is kept to keep track of your child's development and a step by step program would be put in progress. Each child has an individual development plan which the key carer would help implement this to help their development. Your child's key carer and the SENco would liaise with you and any outside agencies to monitor your child's progress. An Individual Education Plan (IEP) or behaviour plan would be drawn up and followed with strong keyworker support.

The SENco oversees and support the key carer to implement targets using your child's interests and looking at areas of development that may need extra support. Most of the work is completed by your child's key carer.

IEP'S and behaviour plans can be put into place ready for when your child starts. The amount of support for your child can be adapted to fit your child's individual needs.

The SENco will also be able to liaise with outside agencies, and help you by explaining IEP'S that your child may have.

The committee will be advised by the manager what changes to the setting (staffing, specialized equipment ) is needed and they will agree and work out costings.

The area INco can also give advice on where funding can be obtained if needed. We can also gain advice from Portage outreach and Specialist Advisory Teachers.


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

Little Lambs believe that every child is a unique person. We allow your child to develop and grow at their own pace, and keep a learning journal for each child recording observations. Each child has individual plan which is updated every term and next steps reviewed. From this the curriculum can be matched to your child's needs by using guidance from the EYFS (2012). Tailoring it to your child, using the enabling environment and positive relationship sections.

Your key carer will be making observations and assessing your child and will be able through their knowledge make the adaptations to the curriculum with guidance from the SENco and manager.

In our setting next steps are broken down into smaller more achievable markers, using IEP'S devised by all parties including parents. This method can help with your child's physical, social and cognitive development.

We plan around the children's interests to ensure that the key carer can adapt the curriculum to suit your child's needs and interests. Encouraging children to explore their environment in a safe way, with staff nearby to support and enrich their experiences.


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 are committed to support all parents with their children’s needs and development and are available for you to discuss your concerns and offer support or practical advice.
Little Lambs have an open door policy; parents can come in and share their child's learning journals at any time. Your child's key-worker and SENco is also available to talk to you at the start or finish of any session.
For children with additional needs who have an IEP with targets supporting your child's development, we meet with parents every six weeks, discussing progress made and next steps that we want to put into place. 
Learning journals compiled by your child’s key carer include observations and assessments and photographs telling the story of your child’s progress. Personal development plans are also included.  The key person or SENCO can discuss your child’s progress and how you can help at home. They can also signpost you to additional outside support.

Every half term all key carers complete a tracking system to give an overall quick view of how a child is doing and where any development delays are. The Manager then tracks the whole setting so she can see any area where there may be an occurring problem and then can adapt the environment accordingly. We also provide a parent's guide to the EYFS(2012)

Newsletters go out on a regular basis and we put up information on notice boards. Regular come and play days are organized to encourage all family members to join us.

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

The children build strong relationships with their key carer and the other children within their key carer families. The Key carer will be responsible for the daily personal care of your child which includes nappy changing and medical welfare. (but we also encourage a second carer to bond closely in case your child's key carer is unavailable).

All staff are trained in safeguarding and behavioral management regularly . All staff are responsible for risk assessment which is carried out on a daily basis. All staff are first aid trained and have specialist medical training when needed and always before your child starts with us.

Staff have training in "positive approaches to challenging behavior" and follow our behavioral policies. These policies include anti bullying, special education needs, child protection and how we and parents can use photographs.

We encourage students and parent helpers but they are not allowed to be left unattended with children and certainly not do toilet runs.

All staff and students have CRB checks/ DBS.


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

The manager has BA hons level 6 in Child hood studies and staff are qualified to Level 3 and above in Early years Development. We are constantly reviewing training needs and three staff member is SEN trained and is supported by the Inclusion officer and Area Inclusion team.

All staff have makaton training and the SENco does regular in-house training on SEN matters as well as supporting key carers on how to fill in IEP'S and relevant forms.

Staff has training in "positive approaches to challenging behaviour" and follow our behavioural policies. These policies include anti bullying, special education needs, child protection and how we and parents can use photographs.

The SENco also liaises with the Speech and language Team, Specialist advisory Teachers, Portage and Educational Psychologist.

The SENco can give you information on the services that our local children's centre can offer like the speech and language drop in sessions.


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

The training our staff has, includes SEN briefings, Provider Briefings where any new government initiatives are brought back to the setting and shared with all staff.

The Inclusion officer has been on enabling environments training and we currently look at ways we can adapt the setting and make it more accessible to children and their families. This also helps us make our setting more interesting and exploreable for the children.

The SENco sorts out sessions and has set up a language group for children to attend to help with speech and language, using a variety of equipment that is engaging and stimulating for their development and learning. We also offer visual time table, choice boards and 'Talking tins'; a sensory garden with bug hotel and dark den for children who may need some peaceful time.

Our SENco continues with SEN Support Groups and passes on information on how we can get the best out of recourses.

Our SENco has also had critical incident training. And safeguarding is always on going.


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

All outings are planned and extra help sourced from the Church Children's Committee and parent helpers, anyone can join us. We will always use the parent’s knowledge of their children and plan events around this in planning meetings.
On any outing undertaken by the pre-school there is a high ratio of adults to children, with parents taking part where needed. We maintain a 2:1 ratio on all outings unless a 1:1 ratio is needed.

We carry out event risk assessments and dietary needs are taken into account when planning an offsite activity. If possible a staff member will obtain risk assessments from the setting that we will be attending and research accessibility for all our children. The extra support means that if your child needs one to one care then this will be planned for.


How accessible is the setting/school/college environment?

Our setting has access for wheel chairs and child height hand rails for using the outside stairs. We have disabled toilet facilities and we provide potties and child friendly toilet seats with moveable steps for the children to use so they can be as independent as possible.
Little lambs have a large outside space which is easily accessible.

As the pre-school is in a community building (church) some of our committee members are from the church, so getting information of equipment and possible changes can be made easier and will benefit both the setting and the church.

When English is a second language we make contact with Ethnic Minorities and Traveller’s Achievement Service, (EMTAS). They can help with translation and information for parents. In our resources we have basic child and adult friendly language dictionary in various languages.

Makaton is used in our daily practice, and we obtain money from our own funds as well as being able to get grants from specialist services with the help from the Area Inco.


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?

When families join us we offer taster sessions where the child and family can join us for three hourly sessions, these are free of charge and will help build up relationships with the key carer and other staff members. This is when any future plans can be made and changes done before your child starts with us. You will be given an 'all about me' booklet which asks about your child’s interests before starting to help with the settling in process.

Review/transition meetings would be held as often as needed between your child’s key-person, SENco and yourself to help any decisions needing to be made about your child’s transition to the next schools. Visits to schools would be arranged prior to your child starting in a new setting, so that key carer can attend with you and your child. Your child’s learning journal would be shared with the intended school to enable them to assist in making the transition smoother. This is called an Inclusion Partnership Agreement, (IPA'S).

We have also got story boards from our main feeder schools and we turn our role play area into "Big School" your child will be able to access this resource from July onward at their own time and pace.

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

All children who are Three will receive 15 hours per- week free from the term after their 3rd birthday. We are able to take children from 2, and they may be funded if your family meets the government criteria. We will be able to help with the forms and direct you to any other services you may need. Additional funding can be claimed for children with SEN. This funding can go towards one on one support, specialist equipment, and appropriate toys to aid development. These would be decided after a meeting with all those involve in the child’s care.

All staff has access to any resources that we may require for your child and use them under the guidance of our SENco. The area inclusion team also run a resource library so we can borrow equipment from them it ranges from sensory equipment to language pens and books.

Any child with SEN will have access to all resources that we provide. We always keep our ratios above the expected, to make sure each child's needs can be met. One to one sessions can be arranged. The Team Around the Child (TAC) will make any decisions as to what will be needed.


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

The key carer will notify the SENco of any concerns about your child and more observations will be made, the manager is spoken to and you will be informed at all stages we will work alongside you, and listen to any concerns you may have. No outside agencies will be contacted without your permission. Most of the contact will be with your key carer but you can speak to the SENCo and manager anytime . If needed other agencies will work with you and the SENco putting into place IEP's with manageable targets that you agree to. Our area inclusion officer reviews progress with our SENco to see whether we are providing appropriate targets, reaching out to the right agencies for support. The key carer will plan, observe, action and review when target/ next steps are met. These are then shared with you and new targets will either be discussed or previous ones continued on the advice from the SENco, and the progression of your child. If your child already has a diagnosis we will work with TAC team and have a meeting before your child starts, you will be invited to all consultations as we value your input. All next steps/ targets cover the seven areas of learning from the EYFS 2012. But they will be tailored to your child's individual needs as we use the EYFS 2012 as a guide. Communication and Language is monitored through the Hampshire county council [ "Every Child a Talker" ( EcaT). Resources].


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

Little lambs are run by a committee made up of parents and carers, and we encourage any parent or carer to join and get involved to help the pre-school. The pre-school has an open door policy, parents are always welcome to come and see their child’s key carer, or stay and play with the children to see how the pre-school operates on a day to day basis.
We can provide daily home link book, where you can find out what we have been doing and make a contribution to your child's learning and development at home using our topic work as a guide.

Parents can join us for come in and play days and do sessions of reading etc; all staff members are available at the beginning and end of sessions for informal chats.

Our registration forms has a page where parents and families can add any skills/knowledge they have that they may want to bring to the setting these could be cooking, gardening, cultural, religion, all skills /knowledge is welcome as it enriches the setting.

Questionnaires are sent out to parents to help us to improve our setting, for instance when compiling answers for this local offer we asked a few parents a variety of questions and from their response we know that we are working together as a team, and throughout communications our knowledge and understanding of children’s learning and development were seen.


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