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Gateway Brockhurst Avery Pre-school

Pre-School Playgroup

Coronavirus status: OPEN
Coronavirus status: OPEN

New build Pre-school, we are a term time inclusive setting.

Who to contact

Contact Name
Katherine Roberts
Contact Position
Manager
Telephone
02392529209
E-mail
Brockhurstavery@gatewaypreschools.org
Website
Gateway Brockhurst Avery Pre-school website

Where to go

Name
Gateway Brockhurst Avery Pre-School
Address
Brockhurst Primary School, North Campus
Avery Lane
Gosport
Hants
Postcode
PO12 4SL
Accessibility
Accessible changing, Secure environment, Wheelchair access, Level access, Accessible toilets, Disabled parking

Local Offer

Local Offer
Description

Gateway Brockhurst Avery

At Gateway Brockhurst Avery Pre-school we provide a safe and enjoyable environment with experienced and highly qualified staff.  We provide an inclusive early years educational setting.

Who to contact Katherine Roberts (Manager)

02392 529209

BrockhurstAvery@gatewaypreschools.org

 

Where to go

Gateway Brockhurst Avery Preschool

Brockhurst Primary School

North Campus,

Avery Lane

Gosport

Hants

PO12 4SL

 

Secure environment, Wheelchair access, Accessible changing area, Grass area, Accessible toilets, Disabled parking

Availability

Age ranges 2, 3, 4

Communication

PECS, Makaton

Contact Name
Katherine Roberts
Contact Telephone
02392 529209
Contact Email
Brockhurstavery@gatewaypreschools.org
Links
http://www.gatewaypreschools.org
Local Offer Age Bands
Early Years (0-4 years)
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?

Parents are informed upon first contact that the setting has an Inco (Inclusion Co-ordinator) and a BeCo (Behaviour Co-ordinator) who observe the children and monitor their developmental milestones, they liaise with the parents, and child’s key carer, and if necessary any outside agencies. We like to offer our parents a home visit prior to the children starting to help ascertain their child’s starting points and where any queries and concerns can be addressed. Gateway settings have an “open door” approach and parents are invited in and encouraged to come into the setting, either at the beginning or end of their child’s session. The key carer or manager is available to talk to you, giving continuous care and help your child feel secure, emotionally and physically. Gateway carries out two year old developmental checks and shares the outcomes with you, and any concerns regarding development will be discussed. All the children who attend Gateway settings are monitored and observed in line with the Early Years Foundation Stage (EYFS). We hold regular parents evenings throughout the year, giving opportunities for sharing progress and discussing the appropriate next steps. The staff are monitored through regular supervision meetings with their managers to ensure our children are progressing and highlights any developmental concerns.

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

Gateway staff have the skills and understanding to support all the children in their care. The setting INCo and BeCo receive additional specific training and ensure they are kept up to date on any changes. They liaise with the parents regularly to ensure the appropriate level of support is maintained and will contact outside agencies if they need any additional support. We also work with the parents to draw up Individual Education Plans (IEPs) or Behaviour Plans which are unique to the children’s individual needs . The setting INCo may also be able to apply for funding to assist in supporting your child’s needs

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

Gateway appreciates that your child is a unique person and so allows them to explore and investigate in a safe environment with adult support. The IEPs and Behaviour Plans are shared with all the people involved with the child and inform them on how they can support the child with their Physical, Social and Cognitive development. Staff carry out regular observations and record any developmental changes and inform your child’s key carer. These are put into your child’s Learning Journey and shared with you at parents’ evenings and are readily available through our Parent Zone facility. Sessions are “child led” and are designed around the children’s interests, with guidance and input from your child’s key carer. If it is discovered that additional support is required to ensure the well being of your child or other children in our care, the option of having “one to one” adult support will be discussed with you.

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?

We carry out regular observations and planning and discuss the child’s next steps with our parents/carers. We share “WOW” moments and have an open door policy for any discussions or concerns. We hold parents evenings regularly where the manager, Inco and key carer all attend. We also hold coffee mornings especially during the children’s transition to school

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

We discuss the settling in process with our parents prior to the child starting at the setting. We offer home visits prior to admission and throughout the settling in period we have regular meetings with parents to discuss how your child is settling and developing and ways in which we can support your child.

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

Every permanent staff member holds a Level 3 or above qualification in child care and have a wealth of experience.. The setting employs 2 Inclusion Co-ordinators (INCOs) who have undertaken SENCO induction training and 2 Behaviour Co-ordinators (BECOs) who have undertaken behaviour training. The INCOs attend termly SENCO network meetings covering important changes, legislation, and ideas for activities/resources to support children with SEND; these are run by the Area Inclusion Co-ordinator (Area INCO), our BECO’s can also attend these meetings. The INCOs/BECOs also hold meetings with other INCOs/BECOs employed at the other Gateway settings to discuss SEN issues and share expertise. We liaise with lots of different specialist services for children who currently attend our setting, some of these are Speech and Language (SALT), Area INCO and Portage (support children with behaviour issues). If we do not currently have links with a service your child needs to access we would develop the necessary links to ensure your child receives as much support as possible. We liaise with lots of different specialist services for children who currently attend our setting, some of these are Speech and Language (SALT), Area INCO and Portage (support children with behaviour issues). If we do not currently have links with a service your child needs to access we would develop the necessary links to ensure your child receives as much support as possible

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

The setting INCO have received SENCO Induction training and further training is undertaken when available or needed to support children on the Autistic spectrum, PECS, Portage and Critical Incident and Bereavement training. Most staff members have basic MAKATON training, a system to support children with limited or no speech. The setting uses MAKATON at snack time, through songs and rhymes and display a makaton sign for parents to see. Staff members are trained in Paediatric First Aid, Health & Safety and Safeguarding. All are undertaking speech and language training, which is ongoing. A member of staff have attended EMTAS (Ethnic Minorities and Traveller’s Achievement Service) Awareness training; Two members of staff are Epipen trained. The manager and two other staff members are working towards their Foundation degree in Early Years Care & Education and two are Sen trained.  Training is also undertaken to equip staff with the necessary knowledge and skills as the need arises.

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

>We endeavour to have an annual activity with various activities for all children to access. Staff adapt activities to cater for all our children’s individual needs. We seek parental involvement on what activities we provide for the children and if the activity took us outside of the setting parents and carers would be invited to join us.

How accessible is the setting/school/college environment?

The pre-school is wheelchair/buggy accessible. The Caterpillar room caters for 2 and 3 year olds: the Butterfly room caters for older 3 and 4 year olds. There is an accessibility toilet. There are a number of drop off and pick up times to suit individual needs. Each member of staff supports their key group and there are pictures, visual timelines and dual language signs displayed in both rooms to help children whose first language is not English. There is a maximum of 18 children in the Caterpillar area which is made up of a room with ramp access to the garden. There is a maximum of 27 children in the Butterfly area which consists of one large room with ramp access out to the Butterfly garden. The setting works to a ratio of 1 adult to 4 children for 2 year olds and 1 adult to 8 children for 3 year olds and over. The Caterpillar garden is tarmacked with a large play house.. The Butterfly garden has tarmacked and grass areas. Both areas have a wide range of resources for the children to access. The pre-school is very open to adapting our environment to suit any and all children’s needs where possible.

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?

In the summer term staff members attend transition meetings to share information with the local schools. Teachers come into the setting and talk to the child’s key carer and look at the children’s Record of Development Summary and to have a look at their learning journeys. There is open communication between our staff and children about starting school and we theme our role play area to suit the transition.

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

All children receive up to 570 hours per funded year of free early year’s education from the term following their third birthday. For those who are eligible, we also accept the 30 hour funding top up 570 hours funding allowing those children access to the full 1140 funded hours.  The pre-school also includes children who are in receipt of 2 year old funding.  Special Education Needs (SEN) funding is allocated to your child where appropriate; this could be one to one support, specialist equipment or resources. The pre-school has resources to support all areas of development supported by the Early Years Foundation Stage (EYFS). We ensure that the needs of all children with SEND are met to the best of our ability with the funds available

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

Your child’s key carer will carry out regular observations which could indicate your child will benefit from additional support. Evidence is gathered from written observations, behaviour records (ABCC’s), 2yr progress checks, keep on talking forms (KOTS) and our online tracking system (IConnect) to ensure your child is meeting their developmental milestones and whether additional support is needed. A meeting will be arranged with you, your child’s key carer & INCO/BECO to explore ways of supporting your child. If your child already has a diagnosis prior to starting pre-school then a meeting will be held with you, your child’s key carer, INCO/BECO, Area INCO, the manager and any other agencies to discuss what support would be appropriate for your child’s needs. The INCO/BECO draws up an Individual Education Plan (IEP) in collaboration with you and the key carer, this is reviewed each term to learn what impact the support has had and what further support, if any, needs to be put in place. All staff members are made aware of the level of support your child needs to ensure support is consistent

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

At Gateway we regularly hold stay and play sessions. Stay and play sessions are for Parents and Carers to stay and play with your child; this is because we recognise the importance of partnership with parents especially the positive effect it has on your child. The benefits of stay and play sessions are, you get to see what your child does whilst they are at Pre-School, you can help towards your child’s active learning and also have a chat to your child’s key carer. We also have a parent feedback book and a parent suggestion box for you to highlight any issues, confidentially if you wish. Questionnaires are distributed to all parents and carers, giving you the opportunity to evaluate and comment on our pre-schools performance. There is also an opportunity for parents to visit the setting and talk to children about their job roles. We also hold regular parents evenings. This is a good opportunity to meet with your child’s key carer to chat about your child and their learning developments and requirements. It’s at these meetings that planning for the individual child takes place.

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