The Saplings Pre-School
The Saplings Pre-school operates from a purpose built modular building on a HCC site at Burnham Copse Primary School. We plan our activities based upon the Early Years Foundation Stage.
We separate our indoor space primarily into two areas which are divided generally upon age of the child in attendance. We cater for 8 children under 3 in any session and these children use the area partitioned as 'Seedlings' where they are nurtured and can play separately with age appropriate resources. Our three/four years olds are in the other area of the classroom where they are able to play with slightly older, age appropriate resources. We also separate our children during outdoor play with the younger 'seedlings' having a fully enclosed garden with a rubber surface play area for use with Little Tykes cars, balance bikes and ride ons as well as a grassed area for role play with play houses, construction, sand and water, basketball net and a swing. Small world activities, mark making and musical instruments are both within the garden and also within the garden play shed.
Our older children have a tarmac road track for riding bikes, scooters and further Little Tykes cars. We have a large climbing frame and slide area within a barked area. We have sand and water, role play within a large wooden playhouse, a sensory garden and vegetable garden. Small world activities, mark making and musical instruments are both within the garden and also within the large wooden garden playhouse.
Who to contact
Where to go
- The Saplings Pre-School
c/o Burnham Copse Primary School,
- RG26 4HN
The pre-school is located at the rear of the main school within a fenced area. It can be accessed via Bishopswood Road using the pedestrian gate which is opened with restricted times. Please enquire for further detail.
- Sensory area, Accessible changing, Secure environment, Wheelchair access, Soft play, Accessible toilets, Disabled parking
Time / Date Details
- When is it on
- Open Monday to Friday 8am-4pm during Hampshire term times with restricted availabilty during holiday periods
- Table of costs
Table of costs Amount Cost Type £4.50 per hour £35 per day
- 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?
Firstly, during initial contact with the parent/carer either in person or over the telephone the prospective child’s requirement are discussed informally. During their first visit, where we recommend that the child is brought to experience the pre-school environment, parents/carers are free to discuss any concerns they may have in person with the manager/assistant manager privately. It is a requirement that the parent/carer of the child completes an application pack where it is advantageous for them to declare any concerns such as dietary requirements, any known allergies, involvement with external professionals (with contact names if possible) and any court orders that may exist. This is essential to help us ensure that their needs are fully met from the outset and that their health, well- being, and safeguarding is fully understood. This information is treated in confidence and only shared with those with a need to know. Your child's characteristic data is held in accordance with GDPR. Please refer to our Privacy Notice for Parents of Children within Early Years. The manager, Carol Deller-Merricks is our Data Protection Officer.
- How will early years setting/school/college staff support my child/young person?
There are procedures in place to ensure that dietary information is obtained for allergies, that any medication required to be brought onto site is administered as per medical specification which is declared and signed for every time it is administered on a daily basis. Court orders are copied and held on site within a lockable container and a robust collection procedure is in place to ensure the correct release to a specified adult. Every child within our care is ‘unique’ and will be supported to the best of our ability to ensure that their needs are met. Occasionally this may require a one to one support and may involve further support from outside agencies for which parental involvement is mandatory. This would be necessary for a full range of additional/special requirements for any child. Every child within our care is allocated a ‘keyworker’ and a’ buddie’ who will help to ensure your child’s needs are identified and met.
- How will the curriculum be matched to my child's/young person's needs?
Within every child profile, individual plans that are specific to the child’s needs are put in place with agreement from the manager and keyworker. The profiles are reviewed by the manager and assistant manager on a regular basis and this helps to ensure that activity specific plans are put in place to ensure that your child accesses all areas of the early years curriculum. These are discussed with the parent on a regular basis and daily feedback is given. The Child Profile gives the parent information about the curriculum and what their child has achieved. It forms part of the ‘Learning Journey’ which also includes a ‘Mark Making’ folder and an ‘Art Folder’ all of which demonstrates the wonderful things your child achieves during their early years.
- 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?
Every half term your child’s profile is sent home for you to see, add comments to and discuss with your key worker. There are plans within this detailing your child’s next steps and ‘What I could do at home’. This document contains photographs of some of your child’s achievements and observations of comments made across the Early Years areas of learning. Brief feedback is given at the end of each session that your child attends and parents are always free to ask for progress or to discuss concerns within the office.
- What support will there be for my child's/young person's overall well being?
Your child will be allocated a Keyworker prior to their start date and in their absence a ‘buddie’ system will operate. All staff within the setting on duty when your child attends will have contact with your child and contribute to their learning and experiences within the setting. There is a Safeguarding Officer, Carol Deller-Merricks, within the setting responsible for safeguarding your child.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Support from The Area Inclusion Officer, Education Psychologists, Speech and Language Therapists, Physiotherapists
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Speech and Language training, Behavioural Management training, experience of working with children with cerebral palsy, diabetes, cleft palate issues, disability/wheelchair users, children on the autistic spectrum and with behavioural issues. Most staff have Makaton initial training and two staff have Autism Awareness training. We have also had experience of working with children with English as an additional language. Our designated SENCo is Jessica France.
- How will my child/young person be included in activities outside this classroom including school trips?
>We do not participate in activities outside of the setting.
- How accessible is the setting/school/college environment?
Ramps are available to access the pre-school building. Lowered kerbs exist to provide access to the tarmac play area and garden area. Raised and ground level sandpits and water play provide access to all children. We have a separate accessibility toilet, child size toilets and basins within the main setting. All furniture in used is child height specific to the age range of children in attendance. Within the setting we have separate play areas that can be used if required for specific activities.
- 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?
The pre-school manager and SENCO work closely with schools during the transition stages prior to starting school. Meetings are held with school staff, parents and pre-school staff and if necessary requirements are discussed with the Area Inclusion Officer and Educational Psychologists.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The pre-school has a huge range of early years’ resources and if necessary are able to support with additional resources either from the local hospital or by using additional funding (where appropriate). Occasionally a child requires one to one support in which case funding can be used to support this, providing staff ratios allow for this.
- How is the decision made about what type and how much support my child/young person will receive?
Prior parental consent would be required to enable the SENCO to request support from the Area Inclusion Officer and once given a network of support could become available to support your child if this is deemed appropriate.
- How are parents involved in the setting/school/college? How can I be involved?
Parents can provide support as parent helpers, being present within the setting or by undertaking early years training with a local provider gaining their experience within the setting. Parents can provide interesting activities eg local services such as police, firemen, by servicing our bicycles or simply by attending to help with every day activities.