Chatterbox Community Pre-School Limited
We have excellent links with Haltherworth School. We offer home visits, Open Mornings, Stay and Play days to help with transition to Pre-school. Qualification done by Senco include Portage Training. Excellent links with outside agencies. We are developing Makaton amongst all the team and weave through the session. Support children with English as an additional language.
Who to contact
- 01794 278340
Where to go
- SO51 9AD
- Accessible changing, Wheelchair access
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:30 16:00 Tuesday 08:30 16:00 Wednesday 08:30 16:00 Thursday 08:30 16:00 Friday 08:30 16:00
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 13/11/2019 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
Social development impairment
- Caters for children with special needs. Challenging behaviour,Contact service/group,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,See Website,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - 2-4: £5.50 per hour
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
Weekday All Day
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
The keyperson and the SENCo will provide support for your child. Chatterbox staff are widely trained in many areas such as speech and language training, Thomas training, visual training, Makaton, positive approaches to challenging behaviour, Portage and attachment, speech and language communication, English as an additional language (EAL) and social, emotional and behavioural difficulties. The learning journey supports two way communications between parents and key person. Chatterbox has been awarded Makaton friendly status and Christine is the Early Language Lead Practitioner. The Special Educational Needs Co-ordinator (SENCo) is familiar with the SEN code of practice. She monitors records and ensures that they are kept up to date regarding information about your child’s progress. Our SENCo updates a monthly inclusion plan which details targets set, strategies implemented to support individual children and this is shared with all staff. All staff establish and actively promote positive partnerships with parents informing of any progress. All staff are familiar with the SEN Policy, which is reviewed annually and the SENCo supports staff with SEN children. The SENCo liaises with Services for Young Children, the Area Inclusion Co-Ordinator and other professionals. The SENCo, when in need of support from the Area Inclusion Co-Ordinator regarding your child, would undertake a process of referral. A form “child of concern” would be completed and a meeting arranged for the Area Inclusion Co-ordinator to attend the pre-school to observe your child. The Directors and board members ensure that we adhere to our Policies and that they are reviewed annually.
- How will the curriculum be matched to my child's/young person's needs?
At Chatterbox we believe that every child is unique. We use children’s interests, strengths and next steps to inform planning to support their development at their own pace. We use the Early Years Foundation Stage curriculum as a guide for a child’s development. Our SENCo and Behaviour Representative supports staff with activities for children who need extra support. Observation, assessment and planning along with the daily routine at Chatterbox is discussed at home visits and you will receive a copy of the daily routine. Observations are taken on your child and an assessment is made which will highlight areas of development that may need to be focused on. The key person approach involves each key person planning around their children’s individual needs and interests. Children will have an individual education plan (IEP) with Smart targets which are regularly reviewed. These are planned in partnership with parents, using observations and recommendations from outside agencies. Every activity is differentiated to meet every child’s stage of development. Progress will be evidenced in your child’s learning journey and IEP. We suggest activities to support your child’s home learning. Activities will be planned to support your child’s next steps. Each key person tracks their child’s progress and development and reviews their progress with parents.
- 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?
Chatterbox assesses each child’s development through two year progress checks. We use these to monitor and adapt targets to maintain and challenge a child’s development and progress. We provide summary of assessments three times a year. On these summaries are suggestions for home learning. Resources are available to borrow to support this. Your child’s key person will regularly discuss your child’s progress in a variety of ways including verbally, home book, telephone and email. We use Tapestry which is an easy to use online Learning Journal which helps practitioners and parents to record, track and celebrate progress and we encourage parents to add their contributions. We believe that parents are their child’s first educator and therefore involve parents in their child’s learning and development. IEP forms will also be found within learning journeys which explain which area of learning your child needs support in and how the key person and parent can support this at home and at the pre-school. We use a system called PRAMS (progress recording and monitoring system) which enables us to track children’s progress. Tracking sheets (this form is a guide of where a child “should be” developing.” Our open door policy means parents are welcome to come in at any time. We offer and promote parent consultation meetings for you to discuss how your child is progressing. Termly newsletters are sent home via email or paper copies if preferred. Termly Childcare at Chatterbox newsletters which are themed on different aspects of child development are provided.
- What support will there be for my child's/young person's overall well being?
Chatterbox staff can administer medicine with parental consent. Children with behavioural difficulties will be supported by all staff. The behaviour management representative will ensure that each child has an individual behaviour plan in place to meet their needs. This is developed in conjunction with parents. Chatterbox have policies to support behaviour, SEN and disabilities and inclusion. The child and their family, the Area Inclusion Co-ordinator services and possibly other agencies, such as Portage Plus will work together with the pre-school to ensure the child receives support. Every child has the right to be strong, resilient and to be listened to. Children are encouraged to be independent, assertive and confident in decision making. Children’s voices are heard and valued when their interests and strengths inform all planning and next steps at all times. We provide a “What can I play with Today book?” to help children make choices. We actively promote simple rules and boundaries and provide visual props including posters. At Chatterbox we support children’s emotional development by providing stories using puppets and role-play, feelings and emotion activities. All staff wear emotion fans to support children’s understanding of emotions. Small language groups are provided daily to encourage social skills and to build confidence. All staff are trained in safeguarding and the setting has two Lead Practitioners (safeguarding). Policies and procedures are regularly reviewed and updated on new legislation. Great care is given to ensure children’s privacy is respected while at the same time ensuring the safety of children.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have access to Portage, speech and language, Ethnic Minority Traveller Achievement service ( EMTAS), practical parenting, audiology department and Specialist Teacher Advisors as and when required.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff are qualified in National Vocational Qualifications (NVQ) level 3. One member of staff is trained to level 4 and two members of staff are level 5 and in 2016 the Pre-school Leader was awarded a first class honours degree in childhood studies. All staff are first aid trained and all have attended advanced safeguarding training. Most of the staff have attended SEN Induction Plus training. The SENCo has attended Thomas training for autistic children. She has also attended courses on managing children’s behaviour, visual impairment, attachment training and portage basic workshop. The SENCo attends termly SENCo network meetings which contain important changes, legislation or new ideas and resources to support children with SEN. All staff have attended basic Makaton training and use Makaton signing while singing songs and rhymes to support speech and language development. A daily language group takes place with activities designed to support targets suggested by speech and language therapists. Signs and symbols are displayed to support children’s understanding and communication skills. Another member of staff has also attended attachment training.
- How will my child/young person be included in activities outside this classroom including school trips?
Parents give consent to outings on Chatterbox’s registration form which is completed before your child starts at Chatterbox. All parents and carers are invited to attend if they wish. Depending on the child’s need children will have a one to one support worker outside the setting. This will be their key person.
- How accessible is the setting/school/college environment?
Chatterbox is fully wheelchair accessible inside and outside into the spacious garden. We also have a disabled toilet. The doors and passages are wide allowing easy access. Toys and equipment are stored at child level and are labelled with pictures and writing. We have a “What can I play with today?” book enabling children to make choices without having to verbalise. A member of staff has a hearing impairment. This provides an opportunity to talk about and explain to children that sometimes ears do not work very well and that our member of staff wears a hearing aid to help her to hear. We also ask the children to face the member of staff when they are talking to her so she can lip-read them, and they are aware that they may have to repeat themselves a couple of times! They also know to gently tap her if they need her attention. The children have all quickly adapted to her special needs. We have supported children with visual impairments and adapted the environment to keep them safe. The SENCo updates practical ways for supporting individual children that help children with special educational needs and/or disabilities or who are learning English as an additional language. All staff know how to facilitate every child’s learning so that every child receives appropriate encouragement, experience and guidance. We have communicated with parents whose first language is not English by working closely with EMTAS. A visual timetable is used to support transitions for all children.
- 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?
Mechanisms are in place to help children settle in and develop secure emotional attachments to their key person. These include children having the opportunity to attend an opening morning which takes place on a Saturday before the children start. There are also ‘play and stay’ sessions. We offer home visits which start the attachment between your child and their key person. Transition books are taken along to the home book as well to support daily routines. Parents are provided with a picture of all the staff at Chatterbox. Parents are asked to provide valuable information on their children’s achievements and about their preferences and needs. All staff are skilled and sensitive in helping children settle in, giving them the confidence to develop further independence and a willingness to explore their surroundings. Close links with the local reception class teachers, confirm that children’s skills transfer to school, helping them to settle in and build on their confidence. School uniform and props are provided in the role-play. We have visits to the school in small groups to look at important areas for the children. Staff members swap places with teaching assistants in the term before they commence school. Reception teachers from all feeder schools are invited to visit. The Foundation Stage Leader regularly visits Chatterbox for music and singing. We join the reception classes of the local school for celebrations. For children with SEN we arrange transition or Inclusion Partnership Agreements meetings to share strategies on how to meet your child’s needs.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Special Education Needs funding is allocated to your child where appropriate. A meeting is held with you and the key person to discuss how the funding should be spent for the benefit of the child. Funding can be used to provide one to one support for your child or on purchasing additional resources. We are able to borrow resources from Services for Young Children.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s key person will make observations and discuss with you whether your child may benefit from additional support. The key person will discuss this with the SENCo and Manager. The SENCo will seek advice with the relevant outside agencies, such Speech and Language Therapist, in order to determine whether additional outside support would also benefit your child. We have never turned down the opportunity to support a child. Extra support is promptly put in place and supported by all team members. An Individual Education Plan is written for the child with parental input. This is reviewed over a term to learn what impact the support has had on your child. We then discuss with you what action and strategies should be put in place next.
- How are parents involved in the setting/school/college? How can I be involved?
Parents complete a child profile before their child commences Chatterbox. Parents and their key person work together on their child’s learning and development. Parents are also asked to complete a planning for children’s interests and needs form throughout the year. This helps your key person keep up to date with your child’s currents interests. Termly consultations are available for you to help plan for your child’s individual needs. Record of development summaries contain ideas for home learning. Wow certificates are completed by parents to celebrate their child’s achievements at home. Parents are encouraged to contribute regularly to their child’s learning journey. At Chatterbox we provide an open morning before their child starts. We also provide stay and play sessions. We have a parent rota and parents are very welcome to help. We actively promote parents joining our Friends of Chatterbox fund raising committee to help plan fundraising activities to raise money for resources for children. A suggestion box is available for parents’ suggestions. Questionnaires are sent to parents twice a year to improve our service.