Who to contact
Where to go
Bishops Waltham County Infant School
- SO32 1EP
- Secure environment, Wheelchair access
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:45 15:15 Tuesday 08:45 15:15 Wednesday 08:45 15:15 Thursday 08:45 15:15 Friday 08:45 15:15
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 24/06/2019 Inspection (Early Years Register) Good
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
The type of support and the amount of support provided will be determined by your child’s own individual needs. Both your child’s Key Person and the pre-school SENCo will work together to plan and oversee your child’s overall learning and development. As the Key Person has formed a secure bond with your child and with the SENCo’s knowledge and experience, they will be able to work together to provide an Individual Education Plan (IEP) that where possible, targets all of your child’s individual needs and outlines the appropriate support material needed to work towards these. This may include the use of visual timetables, choosing boards, small group or one-to-one activities. Members of staff at the pre-school have experience and training in a variety of areas such as speech and language, Autism and behaviour management. We will utilise their skills and expertise when planning for your child. Where necessary we will also liaise with any outside agencies who can assist in providing support for you and your child, this helps to ensure that we are doing all in our power to provide the best for your child. The pre-school’s SENCo holds regular staff meetings, which provides opportunities to share strategies and techniques, current legislations and any specific developments with the rest of the team. We welcome parents to come and discuss their child at any time, as well as at designated times and events such as the termly class walk arounds.
- How will the curriculum be matched to my child's/young person's needs?
We understand that every child is different and unique. The Early Years Foundation Stage (EYFS) Curriculum is used as a guide to where a child should be with regards to their development, we also like to take into consideration the children’s individual needs when completing any planning. As well as taking into account their differing needs we also plan activities around their current likes and interests. On a day-to-day basis we plan and set up a range of adult directed and adult led activities alongside child-initiated activities. We ensure that these are accessible to all children and are differentiated appropriately to ensure all children have the opportunity to participate, achieve and enjoy. During each session we aim to target individual needs through key group time. This 10 minute session provides the Key Person the opportunity to spend small group time completing activities or circle time that is aimed to help progress the children further with their developmental needs. The Key Person and/or SENCo may also plan additional one-to-one or small group activities to support your child, this may include speech and language groups or activities set to ensure positive progression is being made towards their current IEP targets. These targets will be regularly reviewed and amended if necessary whilst continuing to plan next steps.
- 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?
It is the responsibility of all staff members to complete observations of the children on a day-to-day basis. As well as these snapshot and photographic observations the Keyperson will also complete a half termly narrative and an end of term assessment, which will be uploaded onto PRAMS (Progress Monitoring and Recording System). Your child will also have an IEP, which outlines specific targets and means of how they will be achieved. It is through these different forms of observation and assessment that we will be able to assess your child’s progress. All of these observations and assessments are part of your child’s Learning Journal, which you are welcome to review at any time. Handovers at the beginning and end of sessions are a good opportunity to discuss things with your child’s Keyperson or the SENCo, however we are more than happy to arrange an opportunity for you to come in and discuss any concerns or developments at your convenience. In addition to this all families are provided with a communication diary when they start, these are looked at daily by the Keyperson and are a place in which you can record any relevant information or questions. In line with the infant school, we hold a parent ‘walk around’ once every term. This is an opportunity for all parents to come and look around the pre-school, to see examples of the activities we complete with the children, to look at their child’s work/learning journal and talk to their child’s Keyperson.
- What support will there be for my child's/young person's overall well being?
Your child’s well-being is of utmost importance to us and the staff are there to ensure that they are safe, secure and happy whilst in our care. Both the pre-school room and outside area are checked at the beginning of each session to ensure they meet the health and safety requirements. Both the pre-school gate and the doors to the main school are kept locked throughout the day and at the end of the sessions, we ensure a staff member hands over all children directly to their parent/carer. This is outlined in our Hand Over policy. All members of staff are first aid trained and therefore able to administer medication. Training would be provided for any specific medical care. All medication is stored securely and records are kept of all medication administered. We ensure all members of staff are aware of any children who have medical conditions or allergies and that they have a good understanding of the condition and any procedures necessary to support them. All staff are CRB checked and have a sound understanding of our Safe guarding policy. We adopt a positive approach to behaviour management, focused upon praise and the rewarding of positive behaviour. However, it can be necessary at times to consult with the Behaviour Management Coordinator who is able to develop a behaviour management plan, to be followed by all staff, tailored specifically to your child. Copies of our policies can be obtained via the pre-school and are updated regularly.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Through children in our current cohort we have built good links with our local area Inclusion Coordinator (InCo), Portage and Thomas Outreach Project (TOP) worker. We have also made links with Educational Psychologists (EP), Speech and Language Therapists (SALT) and Occupational Therapists (OT) in the last year. The staff at our pre-school have a breadth of knowledge and expertise including Makaton (a form of communication using signing), speech and language and behaviour management as well as currently having two members of staff who are specialised in Early Years Education. If we currently do not have a link to the service or outside agency that your child requires we will make it a priority to ensure that these links are made via our InCo as soon as possible.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Lilypad pre-school currently has 6 members of qualified staff, the majority of which hold a level 3 or above in Childcare, we also have one volunteer who is currently completing her level 3 qualification. All of the members of staff have received First Aid training. The manager of the pre-school has level 4 in Childcare, Learning and Development as well as Advanced Safeguarding training. She was also the settings former SENCo for 6 years. Our deputy has a level 3 Diploma for the Children’s and Young Peoples Workforce and has also completed the Elkin Speech and Language course alongside the Manager. The pre-school’s SENCo has completed a degree (level 6) in Primary Education and also holds Early Years Professional Status (Early Years Teacher Status) and has completed both the SENCo Induction training and THOMAS training. Our Speech and Language Coordinator has a level 3 Diploma for the Children’s and Young Peoples Workforce and has completed the Early Language Development Program for those working with under 3s. We currently use the ‘WellComm’ program to assess children’s listening and understanding upon joining the preschool. Many of the staff have received in-house introductory training in Makaton, however we hope to organise another training session in the new academic year for those who haven’t received it.
- How will my child/young person be included in activities outside this classroom including school trips?
>It is important that all children at our pre-school are provided with the same opportunities as one another, both in and outside of the setting. When organising trips and events we will ensure that we can find premises and activities that are as accessible as possible for all children. When considering a trip/visit outside of the pre-school we ensure we have the means to meet the legal requirements regarding ratios and where possible, try to operate on a 1:1 basis. To help meet this we like to invite parents and carers to attend with their children. We seek consent for all children to attend and ask in advance whether or not an adult will accompany them. Any unaccompanied children will be allocated to a member of staff, who will be responsible for their safety and well-being during this time. Precautions for the child such as high-visibility jackets, emergency contact numbers, first aid kits and medications etc. are provided to that member of staff. If necessary, resources that are of comfort or a positive distraction to your child would be brought along to help ease any anxieties or distress that may occur in the unfamiliar environment. Before taking the children on a trip a risk assessment is completed to highlight any potential hazards and appropriate measures are put in place to ensure there is little or no risk to those attending. All staff and adults receive a copy of this assessment and are asked to read prior to the trip/visit.
- How accessible is the setting/school/college environment?
Our pre-school is situated in the end classroom of Bishops Waltham Infant School. We are wheelchair accessible, as are the school, with our main entrance being situated just inside the main gate to the school’s playground, which can be accessed via stairs or a ramp. We have nappy changing facilities in the children’s toilet area, however we do not have access to a disabled toilet within our classroom. The pre-school is comprised of one large ground floor room. We also have a quieter upstairs area that we often use for small group activities and 1:1 support e.g. speech and language groups; unfortunately this area is only accessible via stairs due to the layout of the school building. All of the furniture within the room is free standing; which means we are able to adapt the layout of the room whenever necessary to suit the needs of the children. Our outside area is part of the school’s playground and is all on one level with no stairs, again all of the furniture and resources that we use outside are free standing and can be moved to suit the children. All of the children’s resources are stored at a height that is accessible to the children and all of the boxes are labelled with clear photographs showing what is inside, allowing children to access the resources that they want for themselves. We would be happy to make any changes to our pre-school environment to suit the needs of any child where 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?
Prior to starting pre-school, children are invited to come in for two ‘stay and play’ sessions. The first they attend with their parents/carers and the second independently. These sessions allow you to meet the staff that will care for your child and are an opportunity for your child to meet everyone and familiarise themselves with the environment. If necessary, additional sessions can be organised to ensure your child’s transition is as smooth as possible. As we are based in the local infant school there are opportunities for children to meet teachers and familiarise themselves with the school environment. We are often invited to watch school performances, such as the Christmas nativity. Towards the end of the school year ‘Song and Rhyme’ sessions are organised for parents and children to attend and, in the last few weeks, children have a ‘transition morning’ where they spend the morning in their new class with their new teacher and classmates. In pre-school we help prepare the children by providing plenty of opportunities for school based role-play, circle time and stories. We liaise closely with the class teacher prior to your child starting school and complete a transition form, which includes their Keyperson’s comments and their current academic level in relation to the EYFS. For children who have received additional support a Transition or Inclusion Partnership Agreement (IPA) meeting is organised. This is an opportunity for all agencies involved in your child’s care to discuss their needs and how they will be supported in school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Once they reach the age of three, all children are entitled to 570 hours of funded early education or childcare a year until they go to school. Our pre-school is also able to take on children (from 2 years, 6 months) who are eligible for 2 year old funding; this funding is available to families of a low income. Additional funding can be claimed for children with Special Educational Needs. This funding will be allocated depending on the specific, individual needs of your child. The funding may be used to purchase or create resources or, if necessary, to fund one-to-one support for your child. You, your child’s Key Person and the SENCo, will usually make the decision on how the funding will be used. Any advice or suggestions made by outside agencies involved in your child’s care will be taken into account when making these decisions.
- How is the decision made about what type and how much support my child/young person will receive?
The decision about what type and how much support your child will receive will be made by a number of different professionals involved in your child’s care. Once any specific concerns or a need for additional support has been identified, the pre-school SENCo will ask you (as parents) to sign a form, which gives permission for them to contact the area InCo. The area InCo will then come to the pre-school to observe and assess your child and their needs. The InCo’s knowledge and experience, alongside observations and information from yourselves and the pre-school, will help them to make a decision about which other professionals may need to be involved. These professionals and the area InCo will decide and apply for the correct type and level of support that is needed for your child. They will also provide and advise the pre-school of strategies and resources that can be used to help your child, to ensure that they are receiving the best support possible. An IEP will be developed by the SENCo with the involvement of your child’s Key Person, yourselves and possibly outside agencies. This will be monitored by your child’s Key Person and will then be reviewed regularly to assess the impact of the support and be adapted as necessary.
- How are parents involved in the setting/school/college? How can I be involved?
We are a committee run pre-school and many of our committee members are parents of children attending the pre-school or parents of our former pupils. We are always happy to welcome new members to join the team. We understand the importance of our school community and pride ourselves in the relationships that we build with our families, encouraging parental involvement wherever possible. Parents are always more than welcome to come in to play and help out or share any special skills they may have such as cooking, music or sports etc. Throughout the year we organise various special days and events for parents and family members to attend, including Mum and Grandma/Dad and Granddad day, our Nativity, Christmas party, Easter Egg hunt, a fund raising day to raise money for the school trip and the school trip itself. We hold a class walk around every term in line with the infant school, where parents are given the opportunity to come in and look around the pre-school and talk to the staff members. We welcome all feedback and are always looking for ways to improve the pre-school to ensure we are providing the best care possible for your child.