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Local Offer

Newlands Early Years Centre Ltd

Offering services to:
  • Children 0-5
Supporting people with:
  • Activities for children and young people
Carescheme type:
  • Day nursery

Newlands Early Years is based on the grounds of Newlands Primary School in a purpose build building on its own. Our homely pre-school room caters for around 26 children per day, this capacity enables our staff team to really get to know each of the children individually and gain a better understanding of their needs. We also pride ourselves on the relationships that we make with our families, they are very important to us as after all take joint responsibility in their early year's education.

Children are encouraged through independence to control their own current interests and our experienced early years practitioners plan learning around the children's individual needs.

School readiness is an integral part of our early years journey and as early years educators we play a vital role in supporting and promoting school readiness and transitions. As a setting we also work alongside the local feeder schools to bridge the gap between pre-school and starting year R.

Who to contact

Contact Name
Anne Stoneman
Contact Position
Manager
E-mail
enquiries@newlandsearlyyears.co.uk
Website
https://www.theearlyyearsgroup.co.uk/.../newlands
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Facebook
https://www.facebook.com/Newlandsearlyyearscentre
Notes

Our opening times are as follows:

 

Monday 8:45 to 3:30

Tuesday 8:45 to 3:30

Wednesday 8:45 to 3:30

Thursday 8:45 to 3:30

Friday 8:45 to 3:30 

Where to go

Name
Newlands Early Years Centre
Address
Newlands Primary School
Dungells Lane
Yateley
Hampshire
Postcode

GU46 6EY

View GU46 6EY on a map

Costs

Details
We accept government funding for 2,3 and 4 year olds, both the universal 15 hours and extended 30 hours. Please contact us regarding costs for private fees.

Childcare Information

Funded Places

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

Ofsted Information

Ofsted URN
2632168
Ofsted Inspection Type
Inspection (Early Years Register)
Ofsted Inspection Date
17/07/2023
Ofsted Inspection Outcome
Good

Local Offer

Contact Name
Anne Stoneman
Contact Telephone
07787 180 609 / 01252 890 416
Contact Email
enquiries@newlandsearlyyears.co.uk
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?

Here at Newlands Early Years Centre we have a highly experienced team who are able to quickly identify gaps in children's learning and put interventions in place to support them.

When children first register for a space with us, we discuss with parents their child's learning and development needs as well as their medical and dietary needs during their starting points conversation. If at this point parents have notified us of special educational needs, we will arrange a further meeting to ensure we have everything in place before the child starts. We offer all children a 2 hour taster visit, where we are also able to identify any concerns and speak to the parents regarding this.

6-8 weeks after the child's start date we will carry out a baseline assessment via our online learning journal. This will detail the child's strengths, and areas to work towards. Parents are encouraged to comment on the report to give feedback. We have an open door policy to our parents, they are welcome to come and speak to us if they have any concerns about their child's development and they are always taken seriously. 

After this initial baseline children will receive termly progress reports and if relevant, a 2 year check which will also highlight any concerns.

 

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

We have a strong process using the graduated approach. Once a concern has been identified we will arrange a meeting with the parents. During this meeting we will complete a SEN profile and assess where the gaps in development are, together we will create a plan of how we would like to fill the gaps using an Individual Educational Plan - also known as an IEP this will detail 1 or 2 short term targets and how they will be reached. We will then as a team work on these at home and at the centre, 6-8 weeks later, parents are invited back in for another meeting to see how the intervention have gone and begin the cycle again.

If after interventions at centre and at home the child is not progressing as much as we expect we will discuss options moving forward, such as referrals to portage, speech and language therapy or other professional. We will support parents during this process and continue with the graduate approach in the centre.

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

We follow planning in the moment and are a child-led setting. This means that we follow the children's leads and interests to further support and enhance their learning and development, this is no different to children with special educational needs. We as a team work very closely with the children at the centre and know them extremely well. Our parents have a great hand in this as they contribute experiences in the online learning journal, and we can use this to extend learning.

Where children have special educational needs, we will explore their current interests and incorporate them into their Individual Educational Plan (small targets) to ensure that the child will want to be engaged with learning. We believe by putting the child first, they can achieve the best outcomes.

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?

Upon starting at the centre each child is allocated a key person. This is their special adult to go to whilst at the centre and this is the person who will know your child the best. Your childs key person will carry out observations and celebrate your childs next steps and learning with them and yourselves and share them via our online learning journal.

We also have an open door policy, parents are always welcome to speak with their childs key person, or other member of staff about their child and their progress. We also have termly reports which we encourage parents to contribute towards if they wish.

Where children have special educational needs, in additional to the above they will receive regular meetings throughout the graduate approach to ensure they are kept up to date with targets and how they are going. We believe the parents know their children best and so it is vital they are involved every step of the way.

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

We have been working very hard at the centre to ensure that children personal, social and emotional development is a priority. 

We teach children to self regulate and consider their feelings and how to resolve them through careful questioning and support. As we know our children very well, we are skilled at knowing when it is best to step in, support to allow them to resolve these issues themselves. We carry out mindful activities such as Yoga and mediation and also carry out lots of physical activities such as football and dance classes.

We also support our parents through building good relationships and being open and honest with them. We provide information in our lending library regarding various topics from healthy eating, potty training, sleep issues, berevement and so much more. We support parents who need extra help through early help referrals and any other way in which we can.

We teach the children about healthy eating, oral heath, trips to the doctors and hospitals, physical health and what happens to our bodies when we exercise.

We have a medication policy, we support the need for children to take prescribed medication on site. Where some children are reluctant we explain in a child friendly way why it is important to take their medication. Where children require more complex medication we will seek out training on these before a child begins with us.

We encourage children to be as independent as possible, but offer support where it is needed. We will always encourage children to try first and then model how to carry out a task, this supports children's self confidence and gives them a sense of pride at taking care of themselves. Children are encouraged to share their thoughts, ideas and views at all times and are respected by their peers and adults when doing so, this can be done during play, at snack times, during personal care times and generally throughout the day. Where children have limited means of communicating we offer visual cards, options through objects, or any other means necessary.

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

We have experience with a range of special educational needs, in particular with:

  • Autism Spectrum Disorder (ASD)
  • Speech and Language Delay
  • Hearing Loss
  • Cerebral Palsy
  • Hydrocephalus

We work very closely with Portage, Occupational Therapists, Speech and Language and any other professionals required.

We have a fully qualified team of level 3 and above and the SENCO has achieved level 3 early years senco and level 3 ELKAN speech and language course for children under 5.

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

The SENCO has just completed Level 3 Early Years SENCO qualification and has also approx 10 years experience in looking after children with special educational needs. She also have level 3 makaton training and a level 3 ELKLAN supporting speech and language in children under 5 

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

We have wheelchair access in and out of the building, including the access the garden. We will sometimes go for a walk to the local duck pond, shops or post office and we will ensure that all children are able to take part. We have some pushchairs for children who find walking long distances difficult and risk assessments in place, we will work closely with parents to identify and minimise any risks during outings.

 

How accessible is the setting/school/college environment?

We have wheelchair access into the building and garden. We are in one main playroom with adjustable tables and different sized chairs, we have high levels of security, the door to the playroom is locked and the main door is secure. In addition to this, the gate from the car park to the centre is locked throughout the day.

Regarding activities and resources, we will always make any adjustments we can depending on the individual childs needs.

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?

As previously mentioned, where a child wishes to attend the centre who already has identified special educational needs, we will invite the parents to a meeting to discuss the level of needs and work closely with them to put any interventions in place before they start working with the graduated approach.

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

Where we need to purchase additional resources, training or other items related to a child's special educational need we will apply for this through Hampshire County Council. There are many additional funding option to consider such as:

  • SEN funding
  • Inclusion Support Grant Fund
  • Disability Access Fund
  • EHCP 

We will work with Hampshire County Council and the childs parents to apply for the appropriate funding, a record will be kept detailing how the funding has been spent and why.

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

We will work closely with the parents at each stage of the graduated approach to determine what support is required. Where a child has outside agencies involved such as portage, speech and language therapists etc we will also work with them to decide the level of support needed. 

Where an EHCP is required several agencies come together to determine what level of support is needed in each area of need. This is shared with an agreed with parents before a finalised copy is put out.

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

We have a strong parental partnership, we encourage parents to visit the centre to share about their job roles, cultural beliefs and celebrations and hobbies. We also have an open door policy where parents are welcome to request to speak to staff, in addition we have a parent admin software for parents to message in and we encourage parents to contribute to their child's learning and development via our online learning journal.

Offering services to:
  • Children 0-5
Supporting people with:
  • Activities for children and young people
Carescheme type:
  • Day nursery

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Last Updated: 21 February 2024

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