Potley Hill Community Preschool
Potley Hill Early Years in Yateley, offers places for children from 2 years to school age and offers the government funded 15 and 30 hour entitlement alongside our Parent Plus Programme. We are open from 8.00 am to 6 pm each day, and we are also open during the school holidays. (Please check for actual dates)
Who to contact
- Contact Name
- Andrea Bullock
- Contact Position
- 01252 869944
Where to go
- Potley Hill Community Preschool
Potley Hill Road
- GU46 6AG
- Sensory area, Accessible changing, Secure environment, Wheelchair access, Soft play, Accessible toilets, Disabled parking
Time / Date Details
- When is it on
- Monday to Friday 8.00 am - 6.00 pm sessional with extended hours available
- Time of day
- Session Information
Breakfast - 8.00am to 8.30am. Morning session - 8.30am to 11.30am. Lunchclub - 11.30am to 12.30pm (Hot lunch available for £2.90). Afternoon session - 12.30pm to 3.30pm. Extended hours are bookable in half hour chunks from 3.30pm to 6.00pm
- Contact Name
- Emma Francis
- Contact Telephone
- 01252 869944
- 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?
Each child has a keycarer and co-keycarer family, who will monitor and observe in line with the Early Years Foundation Stage curriculum. Two year old development checks are completed and shared with parents, any concerns are discussed and parents are encouraged to share any information that may be relevant. Parent consultation evenings are held twice yearly where we share progress and discuss each child’s next steps. If a parent has any concerns about their child regarding educational needs or disabilities, they are free to discuss these, as we have an open door policy and a private area within the preschool for parents to talk to any staff member, whether it be a keycarer, manager or Special Educational Needs Co-ordinator. The manager and keycarers hold supervision meetings half termly to discuss all the children's progress and we have regular staff meetings in which we would discuss, as a team of professionals, any concerns we may have about any of the children in our setting. The keycarer will take note of any shared concerns and will monitor the child's progress. Our Special Educational Needs Co-ordinator would be involved and parents would be informed.
- How will early years setting/school/college staff support my child/young person?
We have weekly Focus Children and also Continuing Focus Children which allows all the practitioners to get to know the children well and be able to engage effectively during play. Language and social skills are constantly monitored. Our Manager has a degree in Early Years Education and our Deputy is due to complete the degree this year. All our keycarers have at least a Level 3 qualification in Early Years Education or are working towards it. Some staff have completed The Hampshire Outline for Meeting the Needs of the Under 5s on the Autistic Spectrum training, behaviour management, and British Sign Language training and First Aid. Each key-carer plans in the moment, identifying teachable moments around the children's individual interests and development is tracked and recorded in Learning Books – an online progress monitoring system. We hold a Parents information evening every autumn and we explain our 'In the Moment Planning' and 'Curiosity Approach' to parents at induction. Parents are asked to complete, in Learning Book, the “All About Me” section to inform us of any relevant information about their child - this helps us support each child individually. Our SENCo works closely with the SfYC Inclusion team of advisors and they also hold termly support meetings for training. We liaise with local speech and language teams and Portage specialist advisory teachers visit us in the setting when appropriate.
- How will the curriculum be matched to my child's/young person's needs?
All children are different. It is important that they are allowed to develop at their own pace and follow their own interests. The Early Years Foundation Stage curriculum is used as a guide for a child’s development. Our Special Educational Needs Coordinator helps support children in the setting who need extra support with physical, social and cognitive development by liaising with their key-carer and other members of staff to give support. All staff are responsible for supporting these children in the setting and they are updated regularly with the children's areas of need/support using our Continuous Focus system.
- 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?
Parents are welcome to come into the setting at any time to discuss how their child is developing. We also have twice yearly parent consultation evenings, Parent-Home link books, newsletters, information board, Facebook and Twitter, emails, access to Learning Book online (with the ability to add information from home). Two year and Baseline checks are carried out within 6 weeks of a child starting, followed by a meeting with parents to discuss any ways the staff can support the child in the setting and how parents can help at home. External agencies would be able to visit the preschool to observe or work with a child.
- What support will there be for my child's/young person's overall well being?
Our trained Health and Safety Officer is extremely vigilant in making sure that all areas of preschool are risk assessed.
• All staff are responsible for ensuring the children are safe and secure. We have a strict staff rota so that at session change or end of session times, there is a member of staff at the gate to prevent any children leaving the premises without an adult. While the children are on the premises, the gates are triple locked and if indoors, we have an electronic door to prevent anyone from entering the premises unsupervised.
• Allergy and dietary information is gathered from parents on Registration Forms and then transferred to a board in the preschool with a named photograph of the child giving the allergy/dietary advice.
• Parents sign medical consent forms to allow staff members to administer any necessary medicines (which are kept in a locked cabinet out of reach of the children) and consent for paracetamol in an emergency.
• At least one First Aider is in setting at all times.
• DBS checks are carried out for all new members of staff.
• Parents or volunteers are not allowed to accompany children to the toilets.
• Children’s registration details are kept secure in a locked cupboard, although emergency contact numbers are kept easily accessible for staff.
• ‘Alternative Collections’ are written on the board for staff to check. A password system for the safe collection of children.
• We have policies in place to support behaviour, health and safety, special needs and inclusion. We work together with outside agencies to ensure the correct support is given.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have strong links with health visitors and Family Support Services and we liaise with Area Inclusion, speech and language therapists, specialist teacher advisers, portage and educational psychologists.
Our Special Educational Needs Co-ordinator, Behaviour Management Advisors and Safeguarding officers all attend regular update training sessions.
A member of staff is BSL Level 3 qualified and another member of staff is training.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our Level 4 qualified SENDCo attends regular update seminars. The Manager has a degree is Early Years Education and the Deputy is completing a degree this year. Staff are trained in paediatric first aid and Level 3 or 4 Safeguarding. Staff are trained to Level 2 in Food Hygiene. All keycarers are Level 3 qualified or working towards it. Some staff are trained in behaviour management, health and safety, BSL and how to support children with Autism. The manager has completed a speech and language programme.
- How will my child/young person be included in activities outside this classroom including school trips?
Consent is given by parents for any activities outside of preschool. Trips are generally around the campus. The ground is flat and wheelchair accessible. Any trips taken outside of preschool are risk/benefit assessed. Social stories and first/then boards can be used to help explain to children what might be happening.
- How accessible is the setting/school/college environment?
The building is wheelchair and buggy accessible. There are accessible nappy changing facilities and toilet. Our outside area is safe, secure and spacious. There is an average 1:6 adult:child ratio (1:8 3/4 year old, 1:4 2 year old).Social stories and choice boards are used for those who need them.
- 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?
New parents are shown around the preschool and encouraged to ask any relevant questions. A home visit is carried out by the manager to meet the child before they start and parents are then invited to come in with their children to meet their child’s key-carer.
Parents fill in registration forms with any information relevant to their child, e.g. any allergies, medical needs, emergency contact numbers and passwords. An “All about me” form is filled in on Learning Book to give the key-carer an insight as to what the child is like (needs and dislikes). Photographs are taken for coat pegs, and family tree display; to help give them a sense of belonging. We have a key-carer family tree in our entrance hall along with co-keycarer information to ensure that parents and children can become familiar with staff members.
We work very closely with the reception departments of local primary schools. We have transition meetings with reception teachers and many visits for the children. We liaise with reception teachers from other schools and invite them to visit – this all helps to make transition easier.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The preschool includes children who are eligible for 2 year old funding, which is accessible to families on low incomes and other criteria. For more information see https://www.gov.uk/free-early-education
Keycarers will monitor their children and liaise with the Special Educational Needs Co-ordinator. At Potley Hill, we embrace the opportunity to support a child with special needs. Extra support funding enables us to help a child achieve their full potential – with additional resources and time allocated for liaison with outside agencies / parents.
- How is the decision made about what type and how much support my child/young person will receive?
Key-carers will discuss individual children with the Manager. Concerns will then be shared with parents, and if we feel a child needs extra support, we will contact our Area Inclusion Officer and apply for additional funding to help with support where we are unable to meet the childs needs in the setting.
The Manager and Special Educational Needs Co-ordinator make sure that all staff are involved in any support given and that parents are included.
- How are parents involved in the setting/school/college? How can I be involved?
The preschool is committee run. Members are nominated at our yearly AGM. We have half termly committee meetings which are open to all parents. We have fund raising groups and social gatherings.
We hold Information Evenings and regular parent consultations which parents are encouraged to attend.
A questionnaire is given to all parents to give them the opportunity to evaluate and comment on the preschool’s performance.
Parents are invited into the setting to share any skills or abilities that may help enhance the children’s learning.
We have parent DIY days where parents come in to paint, clean, build and generally spruce up the preschool to help keep standards high.
Information is shared by email, facebook, twitter and bulletins as well as preschool termly newsletters.
An open door policy enables parents to converse freely with keycarers and other staff members.