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Family Information and Services Hub

The Barn Nursery School (Wootton) Ltd

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

The Barn is an OFSTED outstanding nursery school. All children engage in playful learning in a fun, caring, stimulating environment, were highly qualified, experienced practitioners facilitate, model and inspire learning opportunities. Children move freely between two spacious, well-resourced rooms that are organised into areas of learning. Both rooms lead out to a well-equipped play and discovery area that is used every day, in all weathers. We also have access to the field behind the nursery school which we use for walks, lunchtime picnics, small group activities, gross motor skills and forest activities. Do come and visit. English, French, German and Makaton spoken.

Who to contact

Contact Name
Sharon Cooper
Contact Position
Manager
Telephone
01256 782580
E-mail
office@thebarnnurseryschool.co.uk
Website
https://www.thebarnnurseryschool.co.uk/

Where to go

Address
Wootton St Lawrence
Basingstoke
Postcode
RG23 8PE
Notes

Village hall.

One level.

Car parking available.

Accessibility
Secure environment

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:15
Tuesday 08:30 15:15
Wednesday 08:30 15:15
Thursday 08:30 15:15
Friday 08:30 15:15
Facilities
Ride-ons
Role play dressing up
Laptop
Construction toys
Cookery
Music time
Climbing Frame
Sandpitsand play
Messy Play Area
DanceDrama
Open Space
Nappy changing facility
Soft Play area
Environmental Area
Songs, Rhymes and Music
Outdoor Play
Themed Sessions
Treasure baskets
Garden
Picnics
Toys
Games
Accessible Parking
Heuristic play
Walks to local park etc
Home Corner
Arts & Crafts
Healthy Eating
Internet Connection
Quiet Area
Kitchen
Car Parking
Books & Storytelling
PuzzlesJigsaws

School Pickups

Offers pickups
No

Inclusion Information

Wheelchair Access

Has Provision
No

Special Needs

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

Dietary Needs

Has Provision
Yes
Details
Dietary needs can be discussed on an individual basis.

Cultural Provisions

Has Provision
Yes
Details
Religion and Cultural Awareness

Local Offer

Local Offer
Communication
Makaton
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 The Barn Nursery School, we understand that there are many different kinds of special educational needs. Some needs are present early on; other needs emerge, become evident later and/or change over time.
  • We are an inclusive setting, and we aim to support all children, their families and their needs, from the first point of contact.
  • All prospective families are invited to visit The Barn and parents are encouraged to ask questions and share any concerns. It is important to discuss your child’s Special Educational Needs and/or Disability (SEND) and to determine our ability to meet those needs. 
  • Registration and This is Me forms are completed.
  • During our six-week Little Explorers induction programme, we learn as much as we can about your family.
  • A key person is allocated, and together, you complete the Two Year Progress Check. Any concerns including speech and language, hearing, behaviour and medical conditions are shared and discussed and a plan is agreed.
  • During your child’s time at The Barn, progress and development are observed, assessed and monitored within the framework of the Early Years Foundation Stage (EYFS). At any point where we have concerns about his learning or development, we will work in partnership with you to establish the support your child needs, using targeted interventions and strategies. Equally, we will respond to your insights and any concerns that you express about your child’s development.
  • When appropriate, and with your agreement, we will engage the support of external specialists, such as health visitors, speech and language specialists and portage workers.
How will early years setting/school/college staff support my child/young person?

Future progress and improved outcomes for children with SEND is dependent upon early and timely action. At The Barn: 

  • We count in ones. Every child is unique with individual needs.
  • We recognise the importance of having an open, honest and respectful relationship with all our parents.
  • Your Key person is the named lead practitioner for your child and is responsible for your child’s Learning Journey.
  • We have two trained SENCOs.
  • We have a names Speech and Language specialist.
  • Where there is a concern, this is evidenced and shared with our Supervisors and discussed with the SENCo. The concern and suggested strategies are discussed with the parents and, where appropriate, a Personal Target Plan prepared.
  • The SENCo oversees the cycle of assessment, planning, action and review of all plans. The plans are reviewed termly or within other agreed time frames (but may be revised at any time).
  • The SENCo has access to an extensive range of resources, both in-house and out-sourced support materials and equipment.
  • We are committed to engaging with all specialist services and professionals working to support the individual needs of your child.
How will the curriculum be matched to my child's/young person's needs?

The Barn is an inclusive nursery school. Our curriculum covers the three Prime and four Specific learning areas of the EYFS. It is delivered through a balance of child initiated and adult led activities, set in a stimulating, fun, enabling environment.

  • Continuous provision is differentiated: resources are provided that match the developmental needs of the children attending and facilitate the development of skills and cognitive abilities, ensuring access to learning for all, through play and investigation.
  • Highly qualified, enthusiastic and motivated adults with a sound knowledge of child development working with a ratio of 1 adult: 5 children, ensure that children are able to consolidate their learning and are challenged to exercise and develop their skills in critical thinking.
  • Visual timetables, signs and Makaton signing are all used and tailored to the needs of the children.
  • Other strategies are introduced or devised to meet the needs of individual children. 
  • Focus Activities led by adults draw on the children’s interests and are designed to develop the children’s skills in listening and language, as well as to build self-esteem and confidence.
  • Your key person will plan for your child, ensuring needs are met and next steps identified and planned for, through observation and assessment. Time is allocated for the individual child to explore, investigate and address next steps with their key person. 
  • Parents are encouraged to be active partners in your child’s learning, contributing observations; discussing next steps; participating in activities at home, as well as taking part in life at the Barn.
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?

At The Barn:

  • We support each child and their family from the time they start the Little Explorers induction sessions.
  • We have an ‘open door’ policy.
  • As part of the daily conversation, we share any special progress or happenings at The Barn or at home.
  • Each term we have a staff meeting to moderate and monitor the progress of all children. Any child not achieving within the expected age and stage of development is identified, as is a child whose achievements exceed the expected age and stage of development in any areas of learning. In both scenarios, we consider all available information and have discussions with parents to agree next steps.
  • Parents can look at their child’s Learning Journey at any time.
  • We have two Parent’s Evenings, in the autumn and spring terms.
  • Parents can look at and borrow resources and materials and pick up information leaflets and articles. 
  • During the term, your child will come home each week with an activity that has been designed to allow them to share their learning with you as you explore and discover together. The learning triangle is completed the next week when your child tells his key person about what they did at home.
  • During the year, you are able to sign up to come in and spend some time at The Barn, playing with your child. This is an opportunity for you to see how your child is managing their independence and how they interact with staff and peers, and to find out how they learn through play.
  • We have a Parent App. Each week we let all our parents know what will be happening the following week. They share news and useful information as well as links to websites and video clips.
What support will there be for my child's/young person's overall well being?
  • At our Little Explorers sessions, we talk to parents and give them leaflets that will help their child to be happy at nursery school. These include: Encouraging Independence; Having a Good Conversation; Toilet Training; Ditch the Dummy and Positive Parenting.
  • Your key person has primary responsibility for your child’s well-being. However, our friendly staff all work together as a team and we all know all the children. 
  • All our staff have current paediatric first aid training.
  • A child needing regular medication will have a care plan and where necessary, appropriate specialist training will be organised.
  • Where a child requires ‘one off’ medication, the parents will be asked to complete an authorisation form at the beginning of the session.
  • If we have a concern about a child, we will have a conversation with the parents. This might include suggesting a hearing test or sight test or asking your GP for advice on your child's walking.
  • Target plans are discussed and prepared to support children in their learning.
  • Where specialist input has been identified for a child, we work alongside outside agencies, such as Health and Social Services and Portage, making every effort to ensure that they feel welcome and that your child feels comfortable.
  • Our Designated Safeguarding Leads work with the key person to support vulnerable children and their parents.
  • We have a Snack Cafe every morning and children know that they need to wash their hands and then sit down to eat. They learn to know their bodies and that when they are hungry they need to eat and when they are thirsty, they need to drink.
  • We encourage and support parents in providing healthy lunchboxes for their children.
  • We have a comprehensive set of policies to guide and support your child’s well-being, and the file is available for parents and staff at all times. Policies include Accidents and Incidents; First Aid; Maintaining Safety/Security; Managing Children with Allergies and Infection Control; Medicines; Nappy Changing; No Smoking; Safeguarding and Child Protection and Supporting Children with Special Educational Needs. Copies are available for parents on request.
What specialist services and expertise are available at or accessed by the setting/school/college?
  • High-quality teaching is delivered by experienced and enthusiastic practitioners. Eight members of our staff are qualified teachers with experience of children from Infant through Secondary School.
  • We have a Speech and Language specialist who coordinates all SALT plans and activities.
  • Our Early Years Professional teacher (EYP) also has responsibility for Behaviour Management. 
  • Our Managers have Level 4 Safeguarding training and SENCo training.
  • All staff have completed a minimum of Level 2 Safeguarding training. 
  • CPD is ongoing for all staff.
  • Four members of staff speak foreign languages, including French, Spanish and German. 
  • All staff have basic Makaton training. Signing is incorporated into our daily practice. 
  • We work closely with all external agencies, including Portage, Community Nurse, EMAS, Paediatricians, SALTs, OT’s, Family Support Services, Educational Psychologists and Children’s Services.
  • We liaise with our Area SENCo on all matters relating to children with special educational needs. We signpost parents to universal services such as Children’s Centres, GP, Health Visitor etc and make parents aware of services that are available to them.
  • We provide information leaflets/sheets on subjects such as Ditching the dummy, Toileting, Health Eating, Bedtime routines etc.
  • We provide story sacks to support families with toilet training or the arrival of a sibling. 
  • We put parents in touch with other parents and/or support groups.
What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Parents are usually our first trainers when planning support for children with SEND as they have a unique insight into their children.

  • We are a fully inclusive setting and our experienced staff are highly trained. We are usually able to meet the needs of our children by listening to the parents and drawing on our skill sets and extensive resources. As part of our efforts to ensure the best outcomes for children, we continually seek new and effective activities and approaches for supporting children.
  • Makaton is used across the setting to support all children.
  • Training is delivered both in-house and externally by providers including Hampshire County Council and NDNA.
  • Specific training and strategies for individual children may be delivered by professionals, including SALTs, Portage, physiotherapists, community nurses and parents.
  • Our SENCO attends termly briefings at HCC and keep up to date with latest research and good practice.

 

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

The Barn is a free flow setting and all children have access to the outside area during the day.

  • We encourage the children to be active and to enjoy the outdoors and we make every effort to take advantage of our fabulous setting by going on walks and picnics and doing PE on the field.
  • A risk assessment is carried out prior to any local activity, such as a trip to the churchyard or to see the sheep in the next field. We ensure that medicine bags are taken, as necessary.
  • We do not go on trips off-site.
How accessible is the setting/school/college environment?

The Barn Nursery School is based in a Victorian village hall. The building is on one level. The layout of the building and the outside landscaping is unsuitable for wheelchairs.

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?

At The Barn:

  • All new children take part in our six-week induction program with their parents before they start on their own. 
  • Three weeks after starting, we provide parents with a settling-in update and parents complete a questionnaire. 
  • We liaise closely with schools in preparation for transition. Schools are strongly encouraged to come and visit their new children and speak to the key person/manager/SENCo. Towards the end of the school year, the Learning Journey, Record of Development Summary and Tracking Development Matters Summary are transferred to the schools.
  • Where a child has special and/or complex needs, a Transition Partnership  Agreement (TPA) will be used at the transition meeting with the school and parents.
  • Where a child has an Education, Health and Care Plan (EHCP), we will ensure that all relevant information is shared with the new school and staff will be invited to visit the child as often as is considered necessary. They will have access to enable them to get to know the child and to understand current strategies and approaches that could be used to ensure a smooth transition.
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

 At The Barn:

  • We operate with a maximum ratio of one adult to every five children.
  • When necessary, we provide 1:1 support.
  • We work closely with the parents, Area INCo and other professionals to ensure that we meet the needs of any child with SEND.
  • We pool and allocate our SEND, EYPP and DAF funding and use to best advantage.
  • Where we are unable to meet the needs of a child from our Early Years Education funding, an application will be made to Hampshire Services for Young Children for additional help.
How is the decision made about what type and how much support my child/young person will receive?

At The Barn:

  • The SENCo, Key Person and parents will discuss the needs of a child with SEND. Together, we will agree how the support will be delivered, a plan will be written and appropriate arrangements will be made. The communication and discussion with the parents will be ongoing and they will be kept fully informed of any arrangements for their child.
  • Support is regularly reviewed and amended to reflect the changing needs of the individual child.
  • We are fully supported by and seek advice from a wide range of external agencies. 
How are parents involved in the setting/school/college? How can I be involved?

Parents are always welcome at The Barn. You can:

  • Spend time at The Barn, playing with your child.
  • Engage with your key person and other teachers.
  • Let us know if anything changes in your child's life/your family life, e.g. moving to a new house, family illness, a parent working away etc.
  • Talk to us if you notice anything about your child that concerns you.
  • Volunteer to come in and help with activities.
  • Come and talk to the children during ‘People who help us week’.
  • Provide feedback on our Parent’s Bubble and/or send us your suggestions.
  • Contribute to the app.
  • Attend Parent’s Evenings and end of term celebrations.
  • Engage with other parents and arrange play dates.
  • Contribute to your child's Learning Journey.
  • Enjoy folder time at home with your child, doing our fun ‘homelink’ activities. Being actively involved now in your child's learning is really positive. 
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