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Family Information and Services Hub

Deverell Hall Pre School

Pre-School Playgroup

Coronavirus status: OPEN

Who to contact

Telephone
02392 240645
E-mail
admissions@deverellhallpreschool.co.uk
Facebook
https://www.facebook.com/pages/Deverell-Hall-Pre-School/642101732564266

Where to go

Address
The Deverell Hall
London Road, Purbrook
WATERLOOVILLE
Hampshire
Postcode
PO7 5JU
Accessibility
Sensory adaptations, Accessible changing, Physical adaptations, Secure environment, Wheelchair access, Accessible toilets, Disabled parking

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
Yes
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:45 15:00
Tuesday 08:45 15:00
Wednesday 08:45 15:00
Thursday 08:45 12:15
Friday 08:45 15:00
Facilities
Visit & Outings
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play
Computer

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
11/03/2020Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Yes
Experience with
Physical impairment
Medical Needs
Visual impairment
Challenging Behaviour
Social development impairment
Hearing Difficulties
Language impairment

Costs

Costs

Details
Age group - Age range: 4 per hour, 10 per session, 23 per day

Availability

Age Ranges
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

Local Offer

Local Offer
Communication
Makaton, Sign supported English
How will early years setting/school/college staff support my child/young person?

• Working together, our Manager and her SENCO oversee all support and progress of any child requiring additional support within the Pre School. • Our key carer’s will oversee, plan and work with each child with Special Educational Needs & disability (SEND) to ensure that progress in every area is made. '''HOW DO WE KNOW IF IT HAS HAD AN IMPACT?''' • By reviewing the children’s Learning Journals and observations made following the Early Years Foundation Stage (EYFS) and also through their targets on IEPs and ensuring they are being met. • The child is making progress academically against expected age ranges within the EYFS and the gap is narrowing – they are catching up to their peers or expected age levels. • Verbal feedback from the key carer, parent or child. • Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress. '''WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE PRE-SCHOOL?''' • Please contact the Pre-School by telephone in order to arrange a visit of the setting. During this visit, you will be shown around by the Manager who will introduce you to her SENCO and the rest of the staff.. Further to your visit, a meeting can be arranged to discuss in detail how the Pre-School could meet your child’s needs.

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

• All activities within the setting are set at appropriate levels with the Early Years Foundation Stage (EYFS) age ranges so that all children are able to access according to their specific needs. This is also the same for individual Key Group activities where different levels of activities are arranged to cater for the different age ranges or abilities within that individual group. • The benefit of this type of differentiation is that all children can access activities and learn at their level.

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 measure children’s progress in learning against the learning objections set within the EYFS and its age related expectations. • The key care continually assesses each child and notes areas where they are improving and where further support is needed. We track children’s progress from when they start using a variety of different methods including an All About Me sheet which is completed at home; a tracker; written observations; photographs and examples of work such as mark making and cutting. • The children’s progress is overseen by the Manager and will pick up those not making expected progress through Supervision meetings with her staff. Discussions take place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings parents will be informed. • When the child’s IEP is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

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

• We are an inclusive setting; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children. • The Manager has overall responsibility for the pastoral, medical and social care of every child within the setting, therefore this would be the parents’ first point of contact. If further support is required, your child’s key carer will liase with the Manager and her SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.

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

• Our SENCO is fully qualified and accredited with over 10 years’ experience as a SENCO, but nearly 25 years’ experience within childcare. • Our Manager is fully qualified with over 11 years’ experience within childcare and will shortly have Qualified Teacher Status. • As a pre-school we work closely with any external agencies that we feel are relevant to individual children’s needs within our setting including: - Behaviour Intervention; Health including – GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services including - Locality Teams, social workers and Educational Psychologists.

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

• We have our SENCO who keeps up to date with her own training but also in delivering advice and training to other staff members. • As a whole, all staff are trained in Makaton and have received training in delivering Speech & Language programmes from Speech & Language therapists. • All staff are first aid trained and have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. The Pre School has a policy regarding the administration and managing of medicines within the setting. (Available on request). Parents need to speak to their child’s key carer if medication is recommended by Health Professionals to be taken during the session.

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

>• All children are included in all parts of the termly plan of events and activities. We aim for all children to be included on outings and we will provide the necessary support to ensure that this is successful. • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas can be provided within the Pre-School.

How accessible is the setting/school/college environment?

• The setting is within a large main hall and is wheelchair accessible with a disabled toilet large enough to accommodate changing. We are all on one level with ramps at specified fire exits. • We liaise with EMAS (Ethnic minority Achievement Service) who assist us in supporting our families with English as an additional language.

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?

• We invite all new families to visit our Pre-School with their child prior to starting when they will meet their key carer and be shown around the setting. These ‘Stay and Plays’ can be arranged for up to 3 visits, depending on the child/family needs. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. We can also arrange to visit them in their home if needed. • We can write social stories with children if transition to main school is potentially going to be difficult. • When children are preparing to leave us for main school or another setting, we can help arrange additional visits. • We liaise closely with main schools within our area, when Reception Staff come to visit us and meet the children joining them within our familiar environment. We ensure that all relevant paperwork is passed on and all needs are discussed and understood.

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

• We ensure that all children with Special Educational needs have their needs met to the best of the school’s ability with the funds available

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

• The Manager alongside with her SENCO will discuss the child’s needs and what support would be appropriate. This will then be communicated to the child’s key carer who will receive the continuous support of the Manager, SENCO and INCO when required. • Different children will require different levels of support in order to bridge the gap to achieve age expected levels. • This will be through on-going discussions with parents

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

• Talk to us first either with your child’s key carer / the Manager or our SENCO. • We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us. '''WHO WILL EXPLAIN THIS TO ME?''' • Our key carer’s will meet with parents every term on an appointment system to discuss your child’s needs, support and progress. • For further information the Manager and her SENCO are always available to discuss support in more detail. • We believe that your child’s education should be a partnership between parents and key carers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs. • We operate a home / school link book which your child will bring home regularly so that comments from parents and staff can be shared and responded to when needed. • If your child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual / group targets. This is discussed on a termly basis and parents are given a copy of the IEP. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed. • If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEN, which means that a formal meeting will take place to discuss your child’s progress and a report will be written.

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