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Wickham Pre School

Coronavirus status: OPEN
Coronavirus status: OPEN

Wickham Pre-School is privately owned but based within Wickham Church of England Primary School grounds. We provide Early Years Education for children from 2 yrs to the time they move on to full time education at 4/5 years old.

Who to contact

Contact Name
Vanessa Wood
Contact Position
Proprietor
Telephone
01329 833039
E-mail
ness.wood@parrywoodchildcare.co.uk
Website
www.parrywoodchildcare.co.uk
Facebook
@wickhampreschool

Where to go

Name
Wickham Pre School
Address
Wickham C of E Primary School,
Buddens Road
Wickham
Fareham
Hampshire
Postcode
PO17 5HU
Accessibility
Accessible changing, Accessible toilets

Childcare Information

Vacancies

Immediate vacancies
Yes
Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes

School Pickups

Offers pickups
No

Inclusion Information

Wheelchair Access

Has Provision
Yes

Special Needs

Has Provision
Yes

Dietary Needs

Has Provision
Yes

Cultural Provisions

Has Provision
Yes

Local Offer

Local Offer
Description

Wickham Pre-School is a fully inclusive setting that provides education for young children.

Contact Name
Vanessa Wood
Contact Telephone
01329 833039
Contact Email
ness.wood@parrywoodchildcare.co.uk
Links
Parrywood Childcare
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?

Wickham Pre-School is part of the Parrywood Childcare Group and we welcome all ethnic groups from our local diverse community.

 

A “booking in” visit for all prospective parents and carers take place with a member of the Senior Management Team where queries and concerns may be raised.

 

All children attending the pre-school are monitored and observed on their learning and development in line with the Early Years Foundation Stage.  A 2 year old development check is carried out by one of our Early Years Professionals and shared with you and any concerns regarding development will be discussed.

 

You are invited to an annual review with one of our Early Years Professionals and termly progress reports are written and shared with you.

 

The pre-school allocates each child and their family a key person to give continuous care, supporting the child whilst away from home, building confidence and positive self-esteem, helping the child to feel secure emotionally and physically.  They will share the child’s Learning Journal to which you as parents are encouraged to contribute, to provide a holistic view of your child’s development.  The key person will communicate regularly and answer queries, offer reassurance and inform the parents or carers of their child’s progress and ensure they are provided with all necessary information.

 

The pre school has a dedicated Special Educational Needs Coordinator (SENCo) who will liaise with you and outside agencies if required.

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

The SENCo will liaise with you and any outside agencies involved and the Key Person in order to monitor your child’s progress.  Individual education plans (IEPs) or behaviour plans are drawn up in consultation with all who are involved with your child.

 

Upon registration you will be supplied with an information pack which contains a summary of policies and information; including any relevant SEN information.  Also documents on which can be recorded information to assist transition from home to pre-school.

 

On induction each child received an “Assessment” booklet which focuses on their strengths, areas for development, home life, interests and language and reviews of development while they are at the setting.

 

The amount of support is tailored to fit the individual needs of your child.  One-to-one assistance or small group work is arranged when funding can be sourced or is available.

 

Questionnaires are sent out twice yearly to monitor the effectiveness of the service we provide.

 

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

 

The pre-school works closely with the Services for Young Children Area Inclusion team using referral forms.  SENCo support meetings are regularly attended.  Thomas Outreach Project (TOPS), an early year’s intervention for children with an Autistic Spectrum Disorder, Portage as well as Specialist Advisory Teachers, are utilised to assist in a child’s next steps.

 

Each child has an online Learning Journal compiled by their key person; this gives a written and pictorial  record of the progress through pre-school.

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

The pre-school uses IEPs and behavioural plans to inform all those involved with your child, this plan will help with physical, social and cognitive development.

 

Regular observations and record keeping is carried out by your child’s key person and recorded in a personalised Learning Journal.  These observations are taken on your child and an assessment is made, which will highlight areas of development that may need to be focused on.  Planning will be addressed within these areas of learning.

 

However, we know that every child is different, so we take into consideration your child’s progress and plan and support the child at their own pace.  The planning for each session is ‘child led’, so that the curriculum is built around the children’s interests; with guidance from your child’s Key Person as to their individual next steps.  

 

We recognise that your child is a unique person.  The pre-school allows them to explore and investigate, in a rich environment with adult support; ensuring safety and extension of experiences as well as offering a fertile ground for developing potential.

 

One-to-one support is provided if your child requires adult input to ensure their own or others safety when funding can be sourced or is made available.

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?

Termly review meetings are available as an opportunity to share your child’s progress.

 

IEPs or behavioural plans are reviewed with you, the key person and the SENCo at appropriate intervals suited to your child’s individual needs.

 

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” to record developmental progress https://www.gov.uk/early-years-foundation-stage.

 

You are given information through the Parrywood Facebook page, newsletters, fliers, notice boards, website and Tapestry.

 

Home-school books to share progress from pre-school to home can be provided.  An introductory course of Makaton can also be arranged. This is a language programme designed to provide a means of communication signs, to help children to understand and be included, this is always supported by spoken language.

 

Our on line system of recording observations and tracking children, Tapestry, provides a photo album telling the story of your child’s progress and time at the pre-school.

 

We recognise parents as their child’s first educator; Parents are encouraged to be involved in supporting their child’s learning at home through the use of Tapestry.  Parrywood Childcare has an open door policy, parents are welcome to come in at any time. Key persons will discuss daily with you, how your child is doing and any progress made. 

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.

Parrywood Childcare staff can administer medicines with parental consent.  A child with behaviour difficulties will be supported by each member of staff in accordance with our behaviour policy

We maintain an inclusive service.  The room and play areas are checked before each session for safety. 

Behaviour plans are put in place as required, Stop cards, time lines, sand timers and visual warning cards are used if needed.

All staff are trained in first aid and some in Epipen administration. All medication is stored in a secure place in separate storage containers for each child, containing a photograph of the child and a card displaying details of the medication.  A record is kept of all medications held and dosage, time of administration is recorded and signed by you.

The pre-school policies include child protection, anti bullying and special educational needs.

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

An accessibility toilet with nappy changing facilities is available.

Allergy and dietary information is posted near the snack bar with a photograph of the specific child to inform all staff.

We operate a nut free zone.

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 Childcare and Education.  The Senior Management Team have all undergone training up to Level 3 or above, the setting Manager is qualified to Degree Level and holds Early Years Professional Status and the Owner of the setting is Qualified to Degree Level and holds Early Years Professional Status.

 

The SENCo is level 3 qualified or higher and has trained in Makaton (a signing method of communication, supported by spoken language) speech and language, behaviour management, Portage, hearing and visual impairment.  She is first aid trained and has attendee advanced safeguarding 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?

All permanent staff are training to Level 3 or above.  Training is undertaken to equip staff with the necessary knowledge as the need arises.

 

Most staff have attended an introduction to Makaton, this is a language programme designed to provide a means of communication through signs, to help children to understand and be included, this is always supported by spoken language.

 

Senior staff have trained in speech and language development and operate language groups where required.

 

Courses on visual and hearing impairment, behaviour management and Thomas training have been completed.

 

All staff will work closely with you and outside agencies to learn specific skills to support children with additional needs.

 

Several staff have undertaken a Level 2 qualification in Autism Awareness.

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.  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 fund raising team organise various events to fund raise to purchase equipment for the pre-school 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 and 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 rented building.

 

The acoustics in the main room may not be ideal for all children as it can be loud at times and echoes; a quiet area is available and can be used for small group work if necessary.

 

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

 

Parrywood Childcare settings all have outside play environments, which have many resources and experiences to offer our children.

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.

 

Parrywood Childcare invite new children and families to attend play sessions before they start to support the child’s settling in to Pre-School,  This allows an opportunity for parents to meet their child’s key person and create a bond with their family. The pre-school offers a visit to meet the family and child in the home environment.

 

For transition, Teachers from the receiving school visit the pre-school to read stories and get to know the children.

 

Visits are arranged for the children to go with staff to see their feeder school.  Parrywood Childcare have school transition books for the schools in our local area.  These are photo albums of each school and, we have a school uniform box for the school leavers to dress up in their new uniform.

 

Review meetings will be held regularly during your child’s time at pre-school and a meeting with the key person, SENCo, yourself and all other professionals involved in your child’s care will be held to support your child’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.

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 570 hours per funded year of free early years education the term following their third birthday.

 

The pre-school includes children who are in receipt of 2 year old funding, which is accessible to families on low incomes or who meet other criteria as laid down by the Local Authority.

 

Additional funding may 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 to 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 and the pre-school’s SENCo and key staff.

 

If your child has no diagnosis but you have expressed concern or the key person has identified a problem at the 2 year check (which is carried our shortly after your child starts) 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, the setting owners and any outside agencies involved, e.g. The Area Inclusion Officer

 

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 progress in all areas of the Early Years Foundation Stage.

 

Communication and Language progress is monitored through the Hampshire County Council “Every Child a Talker” (ECaT) resources                

http://talk4meaning.co.uk

 

Children with extreme SEN are welcome into our settings providing relevant  support and funding is in place before your child starts.

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

The pre-school is privately owned by Vanessa Wood and is part of the Parrywood Childcare Group.  We are always pleased to welcome new parents to our Policy Group and Fundraising/Social Group.

 

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.

 

Parent/family member helpers are welcome to volunteer in our settings at any time.

 

Questionnaires are distributed to all parents and carers twice yearly, giving you the opportunity to evaluate and comment on our pre-schools performance.

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