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Hartley House Montessori EY298336

Holiday Scheme

Coronavirus status: OPEN

Who to contact

01962 855412

Where to go

Hartley House Montessori Nursery Sc, The Lido, Worthy Lane
SO23 7DZ
Sensory area, Accessible changing, Soft play

Childcare Information


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
School Holidays
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00



Age Ranges
2, 3, 4

Local Offer

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

Before children start at the setting we have an information form parents are asked to complete in order to provide us with some background information such as interest and favourite things. We also ask if children have any special requirements to enable us to prepare before a child starts. We have settling in sessions to allow children to become accustomed to the setting before they are left in our care. These can be as many as a family requires- we respect that all children and families are individuals. We have a key person system in place and aim to create an environment where children work with all members of staff in a harmonious and creative space to assist in the best learning we can provide. All children have good relationships with all staff and not just their key person so that in the case of an absence or their attending a session when the key person is not in attendance they are able to feel supported within the setting. The role of the key person will be to help settle your child, greet them whenever possible, to observe their progress and record their development. You have the opportunity to meet with your child’s key person once a term at Parent’s Evening as well as asking for any additional meetings should you have anything to discuss. The setting Special Educational Needs Co-ordinator attends the termly local support groups in order to best support children within the setting and also prospective children.

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

Our setting follows the principles and ethos of Montessori. We understand that all children are unique and have different needs. We follow each child’s progress on an individual basis and plan for them accordingly. We ensure that there are activities available in the classroom which reflects their interests. We offer freedom to choose the activities that are of interest and the freedom to complete them for as long as a child may wish to do so. We have a good range of resources and classroom equipment which reflect all areas of learning. We observe children using the Early Years Foundation Stage and the Montessori framework as guidance. These are combined in our tracking system, My Montessori Child. Parents can have access to this though the parents website (please see details below).

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?

In order to best support learning we need to communicate. This can happen in a variety of ways such as at the door on collection, through email, phone calls, the parent website, parent’s evenings and meetings. We would be happy to establish a regular form of communication according to parent’s needs. As mentioned previously, we observe children on a daily basis and record this information on a tracking system (My Montessori Child) which combines the Early Years Foundation Stage and the Montessori curriculum. This system provides a comprehensive picture of each child’s progress using narrative observations, records of activities and pictures. In addition to the tracking system we use in the classroom, My Montessori Child also has a website parents can access from home. This site will give parents the opportunity to look at activities their child may have completed that day, ideas for activities at home and an additional way to contact us with non-urgent messages. A two year check is completed for every child and we continue to track progress. We plan for children on an individual basis and involve parents in planning during parent’s evenings where we set next steps together. We also communicate with parents regularly. Communication is very important and we will continue to work closely with parents and guardians to provide the best support within the setting.

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

We have recruitment procedures in place to ensure staff are qualified and of a high standard. Full DBS checks are carried out. Staff hired are all given a full induction to the setting and given a mentor to enable a smooth transition into the setting and as part of our team. Policies and procedures are in place, regularly reviewed and available for all staff and parents to see. All special requirements are catered for. Allergies and dietary requirements are accommodated. We also write a health care plan to provide for any medical or additional support. Medication is recorded in a medication book and accidents in the accident book to be signed by the parents. We aim for all staff to hold a paediatric first aid certificate and a food hygiene certificate. Safeguarding policies are strictly adhered to and we have a nominated safeguarding officer who attends regular support groups. The settings Special Educational Needs Co-ordinator also attends regular support groups and training as well as liaising with outside agencies and local support as necessary. In addition to all of the above, we are a setting which prides itself on an ability to help children develop confidence, self-esteem and respect- both for themselves and each other.

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

The setting has a Special Educational Needs Co-ordinator who has received training in order to fulfil the role. Should extra training or specialist training be required to fulfil a child’s needs it could be arranged. They also attend a termly support group with other local settings. We maintain close links with the area inclusion officers who are able to offer support to the setting and work with the setting to ensure children and families have access to all of the local support which may be required. As a team we have regular staff meetings to ensure that all of the relevant information is shared in order to provide good care. This may also include in-house training sessions. We are a small team and communicate effectively together to ensure that we can all support the children in attendance.

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

The setting has a Special Educational needs co-ordinator who has received training. The setting would be happy to complete further training if required.

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

>Before any trip or outing a risk assessment takes place of the area we are intending to visit. We have detailed policies and procedures in place which all staff are made aware of. In addition, there is a high staff to child ratio in order to ensure everybody’s safety and well-being. Children are always made aware of what will happen on the trip, the order of the day and what we expect from them in terms of behaviour and safety. Parents are made aware of any impending trip and can of course volunteer to accompany us on the outing. We would be happy to liaise with parents regarding the suitability of any trips and to confirm any additional support that may be required. The outside space at The Lido is set up every day in order to provide adequate provision for all of the children in attendance. A risk assessment is carried out every day.

How accessible is the setting/school/college environment?

Our setting is in the centre of Winchester. We are in a part of the Lido building accessed from the front. There are six steps leading up to the front door. There are then steps leading down to the ground floor where the nursery is based. We could offer an alternate entrance through a side gate which would avoid any steps. Inside, there is a ramp leading to the main nursery space as there is a step. The rest of the nursery space is on one level. The garden is a courtyard space and there is a small step down to access it. Currently we have no disabled toilet facilities. We have high ceilings which could prove difficult for children with hearing impairments, although we do encourage quiet talking and moving around inside. Visual sequencing and routines, such as the daily timetable and hand washing, are displayed in the setting and we could provide more specific ones if necessary.

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?

After an initial viewing of the setting, we offer settling in sessions to allow children to explore the classroom with parents. These are an hour long. We can happily accommodate more if required as we respect that all children are unique and have different needs. We also offer parents an information pack about the setting which contains some forms for them to complete detailing any additional needs children may have and a little information as to what they enjoy doing. This can help us to prepare for children to start with us and to aid a smooth transition. If children are attending more than one setting, we do ask that parents share this information with us so that we can make contact with them and share relevant information. When children are ready for school we will invite the schools in to visit us and talk about the setting and their experiences here. We can also take this opportunity to share some more detailed information if needed or set up a transition meeting with the school to discuss any special educational needs or support required. Schools are sent a record of the children’s development and progress directly but parents may choose to share the personal learning journey containing art work and a more detailed picture or their time at the setting.

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

We are a Montessori setting and provide a classroom and outdoor area full of activities which are suitable for all children in attendance form the ages of 2-5. We have a wide range of resources covering all curriculum areas. The classroom is set up to cater for all children as we plan on an individual basis. We adapt and change the activities on offer to follow the children’s interests. We offer outdoor provision which is open every session to allow the children free flow between the inside and outside areas. This area is set up every morning to allow the children to choose their activities. There is a shed with further activities for the children to choose from.

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

Communication is very important and we would discuss with parents the type of support they feel their child needs. This would be coupled with our observations and discussions with the key person and Special Needs Co-ordinator. This evidence would help to provide us with a comprehensive picture of the support needed. Depending on the requirements we could then involve the area inclusion officer and other outside agencies to ensure both family and child are receiving the support they need. This is then regularly reviewed and assessed to maintain the right support.

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

As aforementioned throughout this document, we encourage parents to communicate with us. This communication, whether it is at the door when dropping off or collecting children, over the phone or by email is really important as it helps us to share information in order to provide the best care. This is obviously especially important if we are following a routine or sharing strategies. We offer termly parents evenings in order to share information and make children’s next steps together. Additionally, we often send out questionnaires and surveys as well as welcoming parent’s comments and ideas at any time. Our settling in sessions and introductory packs offer parents an immediate way to communicate information and become involved in what happens in the setting. The pack also contains information on Montessori and what will happen in the classroom. The My Montessori Child tracking system we use offers a parent site which parents can access. This will enable parents to see next steps, have ideas for home based on the activities they are using in the nursery and another way to communicate.

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