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Cherbourg's Little Stars Pre-school

Pre-School Playgroup

Coronavirus status: OPEN
Coronavirus status: OPEN

We accept 2 year funding (if certain criteria is met) and can check this for you. Standard 15 hour 3 and 4 year old funding and extended 30 hour funding. We offer a lunch club daily. Wrap around childcare is possible in conjunction with Cherbourg Primary School by using their breakfast and bug's after school club if longer hours are required.

Who to contact

02380 629077

Where to go

Emmanuel Hall
Cherbourg Road
SO50 5HU

Childcare Information


Immediate vacancies
Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 15:30
Tuesday 09:00 15:30
Wednesday 09:00 12:00
Wednesday 12:00 15:30
Thursday 09:00 15:30
Friday 09:00 15:30

School Pickups

Offers pickups

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
03/02/2017Inspection (Early Years Register)Good

Inclusion Information

Wheelchair Access

Has Provision

Special Needs

Has Provision

Dietary Needs

Has Provision

Cultural Provisions

Has Provision
Experience with

Local Offer

Local Offer
Contact Name
Teresa Ball
Contact Telephone
023 80629077
Contact Email
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?

At Cherbourg’s Little Stars Pre-school we understand the importance of building positive relationships with all of our families.  When parents and practitioners work together in Early Years settings, the results have a positive impact on the children’s learning and development.  Upon registration parents are offered a home visit with the manager and key person. Here is where we can gain in depth starting points both through conversation with you and seeing your child play in their home environment, this is where these positive relationships begin.  We offer a settling in session where required.  Staff at Cherbourg’s Little Stars have a good understanding of child development and will observe your child at play.  Through these observations, delays, concerns or the need for extra support will be identified.   We meet with parents for a review of their child’s learning and development termly however if an additional need is identified we will discuss this with you sooner and ask for your view and if you have any concerns. 

Together we agree the most appropriate support for your child and make the appropriate referral(s).

We may contact our ISSO (inclusion setting support Officer) for advice and guidance.

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

To ensure that our provision meets the needs of each individual child, we take account of the additional needs a child may have.  We work in partnership with parents and other agencies to meet and support children’s individual needs.  Each child has a designated Key person who uses the Early Years Foundation Stage Framework (EYFS, 2021) to continually observe how and what your child is learning, then using their knowledge to set appropriate next steps for your child.  The Manager and Senco will talk with you and any outside agencies and the key person in order to monitor your child’s progress. 

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

We plan exciting and engaging learning opportunities for all of the children.  We achieve this by following the children’s needs, interests and abilities.  We adapt activities to include all of our children regardless of ability and follow any recommendations, plans or advice from other professionals involved.  The pre-school will set up an IEP and Behaviour Plan which will inform all involved agencies and yourselves of your child’s needs.  Regular observations of your child’s abilities, interests and needs are recorded In their learning journal.   This system allows us to link each observation to the 7 areas of Learning and Development (Prime and Specific) and an age band using the EYFS development matters.  This is then used to see how your child is developing and if this is age appropriate.  From these realistic and achievable next steps are made for the child. 

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?

Your child’s key person is responsible for your child’s development file and you are invited to add to this at any time. All the staff do observations on your child so there is an overall setting input into their development file. We will meet with you termly for you to look through your child’s development file.  During this meeting you are given a copy of your child’s current next steps which you can you also work on with them at home.  We are also available at the beginning and end of each of your child’s sessions for an informal chat or an appointment can be made at a mutually agreeable time.

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

Your child’s key person will be their primary caregiver during their time in the setting, ensuring your child is safe and secure both physically and mentally throughout the transition from home to pre-school and  during their time with us.  All the staff in the setting work directly with the children so you may find that your child forms a bond with other adults in the setting.  We have golden rules displayed in the setting which we encourage the children to look at and learn to support their behaviour and actions towards others in the settings.

 Risk assessments are completed twice per day to ensure safety and security in the setting.  All staff have an enhanced D.B.S check and are registered on the D.B.S update service.  All staff attend regular safeguarding training and hold a current Pediatric First aid Certificate.

Our policy regarding the administration of medication only permits us to administer medication that is prescribed by a doctor or medical professional.  If your child should require regular medication whilst in our care all staff will receive relevant training and all relevant paperwork will be completed before your child starts with us.

If your child is not yet toilet trained we will change them regularly throughout the day and will support you with toilet training when your child is ready.  Toilet training is a self care skill that all children learn at different times.  Once your child is ready we encourage them to use the toilets at pre-school with the assistance of the small step.  To support your child we may use visual prompts or award charts.  Children’s personal needs are met, in the toilet away from others for their dignity but allowing staff members to be visible in order to safeguard them.

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

Our Manager is qualified to Level 6 Early Years Teacher B.A

All staff are qualified to level 3 in childcare

A number of staff are trained in Makaton.

The manager and Senco attend Senco support training termly.  The pre-school liaises with our Inclusion setting support officer, speech and language therapist and other agencies.


Staff attend regular training both locally and in-house to refresh their knowledge and keep up to date with any changes.

The Manager and Senco have attended Keep on Talking (KOT) to support children with speech , language and communication delay.

The staff have undertaken short courses on:

Positive Approaches to Challenging Behaviour

Understanding and Addressing Behaviour

Supporting Children with SEND in the Early Years

We pride ourselves in the fact that we include all our children in all parts of our curriculum and tailor trips and outings to ensure that all children can be a part of them.

We have the use of our feeder school site daily and always ensure ratio’s are more than adequate.


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

Risk assessments are carried out prior to the trip or outing and any concerns discussed with parents beforehand.

How accessible is the setting/school/college environment?

Our building is accessed through the main door to the foyer and is buggy accessible via two small step,s it is wheelchair accessible via two mobile ramps.  Once inside the building everything is within one room.  The floor is on one flat level with two toilets leading separately from the main room.

We use Makaton and gestures within the setting.  Visuals are displayed throughout the setting.

If required we work with the NHS Occupational therapist to obtain the appropriate equipment to support your child.

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?

Upon registration at our setting, we work with parents on settling their child and offer a home visit.  This allows you and your child to familiarize yourself with your key person.  This is also a time for the key person to have the opportunity to play with your child in their home environment and start to build a bond with your child.  It also allows our setting manager to discuss with you about your child and obtain as much information as possible.  We also offer settling in sessions if required.  We work with any outside agencies to ensure that appropriate equipment and resources are in place to support a child’s needs to make entry to pre-school as smooth as possible.

We have good relationships with local schools and meet with them to discuss each child’s need individually before they make the transition to school.  We also prepare a final report for each child which is passed on to their chosen school in the summer term.  For children with additional needs, we arrange a separate transition meeting with the school which parents are invited to. This allows us to discuss your child in more depth and 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?

We ensure that all children with SEN are met to the best of our ability with the funds available.  As a staff team we decide which equipment is required and who it is for. 

As a registered charity, we run fund raising events throughout the year.   Funds raised from these are spent on upgrading and purchasing new equipment. 

 We may be able to apply for additional funding from the local authority if your child needs additional support, specialist equipment or staff training to support their needs.

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

From the observations that your child’s key person and the staff team make they will discuss with the SENCO the level of support your child may need.  We may speak with our ISSO to discuss what support is available.  As a committee run setting, we will ask the committee for the additional support and if there is money to cover this.  Where possible additional funding will be applied for.  Each child will be assessed individually as they will require different levels of support.

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

As a committee run setting, we actively encourage parents to join or voluntary committee to help with the management of the pre-school.  We are always looking at ways to raise funds and ask parents to help us with this.  We run a parent help rota where parents can volunteer to help within the pre-school. We send out monthly newsletters to keep our parents up to date with news and activities.   

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