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Busy Bees Pre School, Bishops Sutton, Alresford

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

Busy Bees Pre School is a lovely rural setting with options for forest school sessions. We provide high quality inclusive early years funded and fee paying education for 2,3 and 4 year olds. we are open Monday, Tuesday and Thursday 8.30am - 2pm and Wednesday and Friday 8.30am - 12 noon. We are open term time only

Who to contact

Contact Name
Debbie Markwick
Contact Position
Pre School Leader
Telephone
07815 166687 / 01962 809918
E-mail
busybeespreschoolteam@hotmail.com
Website
Pre School Website
Facebook
http://www.facebook.com/busybeespreschoolbishopssutton/
Notes

Land line phone number is only available during opening hours

Where to go

Name
Bishops Sutton Village Hall
Address
Main Road
Bishops Sutton
Alresford
Hants
Postcode
SO24 0AA
Accessibility
Accessible changing, Secure environment, Wheelchair access, Level access, Accessible toilets, Disabled parking

Costs

Availability

Referral required
No

Time / Date Details

When is it on
Monday, Tuesday, Thursday 8.30am - 2pm . Wednesday, Friday 8.30am - 12 noon
Time of day
Morning
Afternoon
Session Information
Forest School sessions Monday and Friday

Local Offer

Local Offer
Contact Name
Debbie Markwick
Contact Telephone
07815 166687
Contact Email
busybeespreschoolteam@hotmail.com
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?

When a child starts at Busy Bees, we liaise with parents/carers to discuss any concerns/identified special needs. We do a baseline assessment on every child once they have settled into Busy Bees, and for all children under 3 we complete our own 2 year check before their 3rd birthday. Our Special Educational Need Co-Ordinator (SENCO), Sarah Middleton, will discuss any requirements a child may have.  We also observe the children daily in the setting, track their progress through tapestry (an electronic tracking journal) which allows us to highlight any areas of development that may be a cause for concern, or where a child may need extra help and support. 

We have a wide range of highly qualified and experienced staff, having taken care of children in the past with speech and language difficulties, Downs Syndrome, Cerebral Palsy, poor sight, poor hearing, English as a 2nd language, autism (on many levels of the spectrum) Children in Care, Children on the Child protection register and other behavioural/learning difficulties.

Should an issue be identified, we will, with parents/carers consent, contact any relevant outside agencies (e.g SALT (Speech & Language Therapist), OT’s (Occupational Therapists), EP’s (Educational Psychologists), Social Workers, Portage, Thomas Outreach, Area INCO (Inclusion Co-Ordinator), or may suggest parents/carers contact their Health Visitor or go for a paediatric referral, for a medical matter.  We work closely with Sun Hill Infant School & Lanterns Outreach (Special needs Pre School), who support parents/carers requiring additional help.

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

Our SENCO, Sarah Middleton, will work closely with parents/carers, any relevant outside agencies, a child’s key worker, and other staff to ensure all relevant support and care is provided for your child. We operate an open door policy, and are keen to include parents with every level of their child’s care, encouraging them to feel comfortable to talk to us about every aspect of their child’s care and development, and pride ourselves on the level of support we provide.

We meet termly with parents to discuss their child’s progress, and the next steps in their development. Children’s’ Learning Journals are available for parents to look at and comment on online and a paper copy is kept in the setting.

IEP’s (Individual Education Plans) are used, working with small achievable targets in a variety of ways, one to one and small group work such as listening groups and are regularly reviewed by your child’s keyworker, either half termly or termly depending on the individual child’s target.

We use a simple picture display which enables the children to see what will happen next within the daily routine which they can look at any time to support them

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

We evaluate and assess our planning daily, and make alterations to our plans in order to ensure all children are provided with appropriate, relevant and engaging activities to encourage positive development, and allow them to achieve their individual learning goals.

Sessions are reflected upon and discussed amongst the staff to ensure every child is able to access all areas of learning at every session. We also ask the children for their views, likes and dislikes to ensure our activities are of interest and keep the children’s’ attention, interest and motivate them to learn and grow.

IEP’s are used in conjunction with the EYFS (Early Years Foundation Stage) which all pre-school’s and reception classes work to. These are written documents, which provide small targets for children with a specific need. They are put into place over a specific timescale and are reviewed either half termly or termly by your child’s keyperson and Sarah (SENCO), who will then decide whether to continue with the same target or break it down further if it has not been achieved or set a new target if it has been achieved. Children in Care will have a Personal Education Plan (PEP) which is completed on the individual child with the child’s Social worker, Foster Carer, keyworker and any outside agencies involved with the child and will be reviewed every 3 months.

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?

Our Learning Journals are a regular record of your child’s progress. Your child will be allocated a Key Worker, and this member of staff will be your main point of contact within the setting, along with our SENCO. The Learning Journals include regular observations, photographs and assessments of your child, and form a complete record of

your child’s progress and development at Busy Bees. These Learning Journals are available for you to access daily, and our open door policy means that we are always happy to discuss your child’s progress at a time to suit you.

Learning is planned weekly and ‘in the moment’ and is based on each individual child’s interests and next steps.

Parent Consultations are also offered termly, during which time we will discuss your child’s progress at Busy Bees. If you are unable to bring your child in every time, or do the pick up because of work or other commitments, we can use a communication book which is given to the person dropping off/collecting, to pass on information to you.

We ask you to visit the setting twice with your child before they start to help them settle and to complete the’ All about Me form’ on your child, to enable us to see what you child likes and can do at home.

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

 Personal, Social and Emotional are the most important areas of development for your child in their early years, therefore this is our biggest focus with all the children in the setting. We use Makaton signs and symbols to provide all children and adults the skills to be able to communicate with anybody they come across in the future.

We hold a relevant policy for the Administration of Medicines, and work as a close team to ensure all staff are aware of each individual child’s needs regarding pastoral, medical and social support, and adhere to our strict policies and regulations regarding child safety and security.

We follow the ‘Fundamental British Values’ and all staff are vetted using the Disclosures and Baring Service (DBS) and both Debbie (Team leader) and Sarah (Deputy & SENCO) are our designated Safeguarding officers.

Children are encouraged to share their views and opinions, and we endeavour to act upon them, showing children that they have an active involvement in their Pre-School.

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

Our setting is a Makaton (sign language) friendly, and all our staff have some level of training in this area.

Our Manager Debbie & our SENCO Sarah are trained in Behavioural Management/Approaches, and we meet regularly with other pre-schools to share ideas.

We work with a variety of specialist agencies including our Area Inclusion Co ordinator (Area INCO) Lanterns Outreach (special needs Pre School in Winchester), Portage, Thomas Outreach, Speech and language therapists ( SALT) Educational Psychologists (EP’s). Occupational Therapists (OT), Social workers and other outside agencies, regularly welcoming them into our setting to run specific activities or observe individual children.

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

All our staff are first aid trained.

All staff hold NVQ/Cache Level 3 or above in Child Care Learning & Development.

Our Manager and SENCO have level 4 Safeguarding Training & Behavioural Management Training, and the Manager is our designated Behaviour Management Co-Ordinator. Our Manager is a trained in Makaton, Forest School (level 3) Autism Spectrum and Social Communication needs and has completed her Thomas Training which supports children with Autism and Asperger’s. All staff have basic Makaton skills and are being trained in house by Debbie who has completed the Makaton training. Our SENCO is undertaking Advanced Thomas Training.

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

Our building is 100% accessible for all children (and their parents/carers), including access to our outside areas. All activities are adapted to allow accessibility to all, e.g. by placing activities on low tables/on the floor, in order to ensure all children can utilise them. We are a Makaton Friendly setting

Our Forest School sessions on Mondays and Fridays have been accessed by autistic children but we have not yet had a child with mobility issues wish to access it. If we did, we would complete a full risk assessment relevant to the child’s ability, consult relevant outside agencies, and ask parent/carers for their help as to how to enable the child to access these sessions fully.

On trips, a full risk assessment is completed initially, and then if necessary, we may ask a parent/carer to accompany us/help us decide how best to gain accessibility for their child.

How accessible is the setting/school/college environment?

Our building and outside areas are fully wheelchair accessible – we have disabled changing and toilet facilities, and wide, accessible doorways.

We have additional chairs and furniture suitable for SEN children, with extra support/rails if required, as well as floor mats and bean bags. We are a Makaton Friendly setting. We are able to contact outside agencies to access the correct specialised equipment for your child if necessary.

We liaise with parents/carers in order to ensure we work together to provide the children with all the facilities and equipment they need.

We have clear pictorial signs and a visual timetable available for parents/carers and children for whom English is their 2nd language, and we find these beneficial in aiding communication.

The forest school area we use is not designed for wheelchair access, however we could work with families and the landowner to see if this was possible in the future.

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?

Children who join Busy Bees come in with their parents/carers for 2 visits before starting enabling them to settle and feel secure in the environment. They are given a child friendly welcome book with their picture on the front providing opportunities for you to share at home the pictures of our daily routine, staff and activities available, blank pages at the back provide opportunities to draw, add photos of family members/pets, so that we know who they mean when chatting about home.

We pride ourselves on our excellent transitional procedures.  We meet with the feeder schools regularly, taking our children on visits to their chosen schools. 

We welcome the feeder schools’ teachers into setting, share stories and activities with the children, and also welcome ex pre-schoolers back to talk about school during circle time, sharing information about ‘big’ school, encouraging the children to ask questions, share ideas and worries with their peers.

Meetings can take place many months prior to any transitional changes, and can involve external agencies (eg. SALT, OT).  Individual Education Plans (IEP’s) and Inclusion Partnership Agreements (IPA’s) which can also be put in place where a child requires this level of support. These IPA’s are held at the school, with all outside agencies in attendance, as well as the parents.

We also complete a transition development form for each child, for submission to their feeder school, in order to give their next school an idea of their current developmental stage/progress to date.

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

Our hall is large and airy, and our resources are arranged in designated areas (eg. snack corner, cosy book corner, role play, creative etc.).

To ensure the hall is not too daunting, particularly for the younger or newer children, we can use room dividers to create quieter areas where children can go to seek peace and quiet if they wish. We can use other areas such as the kitchen to have more focussed activities such as the listening groups and key group activities.

Where a child with SEN requires specific resources which the setting doesn’t have as the norm, we would contact our Area INCO for advice on acquiring these resources, discussing these requirements with the child’s parents/carers, in order to work out how we can provide these resources and look into ways we can fund their purchase, if necessary.

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

Every child is an individual, and has their own specific needs. We will evaluate the type and level of support your child requires following lengthy discussion with our Pre-School Manager Debbie, SENCO Sarah Jane, yourself as key parent/carer, and any outside agencies involved with your child’s care.

Your child will then have a written Individual Educational Plan, with specific time related targets, which will be monitored and include progress reviews. If your child already has a diagnosis then we will have a meeting called a ‘Team Around the Family’ (TAF) which involves all those working with the family. This provides everyone involved with up to date information to enable us to provide the best possible care & outcomes for your child

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

Children who join Busy Bees come in with their parents/carers for 2 visits before starting enabling them to settle and feel secure in the environment. They are given a child friendly welcome book with their picture on the front providing opportunities for you to share at home the pictures of our daily routine, staff and activities available, blank pages at the back provide opportunities to draw, add photos of family members/pets, so that we know who they mean when chatting about home.

Parents are welcome to join our committee and once their child is settled, they can help during sessions providing relevant DBS checks are complete. We also run sessions for mothers/fathers day, end of term picnics etc when we encourage parents to attend.

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