Ashurst pre-school is based in Ashurst on the Foxhill's Infant School site. We provide full day, term time childcare from children aged 2 to school age. We are open 8am to 6pm offering all day or sessional care.
Who to contact
Where to go
- Ashurst pre-school
- SO40 7ED
- Secure environment, Wheelchair access, Accessible toilets
- Prices are £5.50 for 2-3 year olds and £4.75 for 3-4 year olds
- Other notes
We are an inclusive setting who welcome children with additional needs. We provide a range of activities to support speech and language and have a wide range of additional resources to help children learn and develop. We have a disabled toilet and ramp for access to the setting. We provide visual timetables, PEC's communication pictures, sensory bags and encourage Makaton. We believe every child can reach their own potential and work with additional agencies to support this. We work with speech and language, Portage, Area SENCO's, Physio and educational psychiatrists to support children when needed.
We provide an environment in which all children with special educational needs (SEND) are supported to reach their full potential. We have ramp access and a disabled toilet.
- We have regard for the Special Educational Needs and Disability Code of Practice (2014).
- We have in place a clear approach for identifying, responding to, and meeting children’s SEND.
- We support and involve parents (and where relevant children), actively listening to, and acting on their wishes and concerns.
- We work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEND and their families.
- WE regularly monitor and review our policy, practice and provision and, if necessary, make adjustments.
- We designate a member of staff to be the Special Educational Needs and Disabilities Co-ordinator (SENCO) and give her name to parents. Our SENCO is: Glenda Thornley and Gemma Wilton
- We ensure that the provision for children with SEND is the responsibility of all members of the setting.
- We ensure that our inclusive admissions practice ensures equality of access and opportunity.
- We provide a broad, balanced and differentiated curriculum for all children.
- We apply SEN support to ensure early identification of children with SEND.
- We use the graduated approach system (assess, plan, do and review) applied in increasing detail and frequency to ensure that children progress.
- We ensure that parents are involved at all stages of the assessment, planning, provision and review of their children's special education including all decision making processes
- We, where appropriate, take into account children’s views and wishes in decisions being made about them, relevant to their level understanding.
- We provide parents with information on local sources of support and advice e.g. Local Offer, Information, Advice and Support Service.
- We liaise and work with other external agencies to help improve outcomes for children with SEN.
- We have systems in place for referring children for further assessment e.g. Common Assessment Framework/Early Help Assessment and Education, Education and health Care (EHC) plan.
- We provide resources (human and financial) to implement our Supporting Children with Special Educational Needs Policy.
 This includes disabled children with special educational needs
- Contact Name
- Glenda Thornley
- Contact Telephone
- 023 80292791
- Contact Email
- 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?
During our admission process we work with parents and carers to identify any additional needs. We provide support and work with outside agencies to help the family if needed. We monitor all children who start at the pre-school and offer settling in visits and home visits to get to know them. We discuss any issues at parents evenings or face to face. We work with speech and language therapists area inclusion officer and other specialised support agencies. We recognise that children are individuals who develop and learn differently and we help each child to reach their potential regardless of any additional needs. We support parents and carers by signposting them to any specialist help they may require such as parenting help or group support. Any additional support required is done with the parents/ carers permission. Our key person system ensures that parents/carers are supported and confident in discussing concerns they may have about their child. We have a named Special educational Needs and Disabilities co-coordinator (SEND) and Designated safeguarding Lead (DSL). During their time at pre-school, children will be assessed in their learning and development so any concerns are identified throughout their pre-school journey.
- How will early years setting/school/college staff support my child/young person?
We offer individual play plans to support all children. We do "language box" activities and provide differentiated learning to meet the needs of all children. We offer free flow play inside and out so that children can explore and learn at their own pace. Staff work tirelessly to plan for their individual children and we have a key person and co-carer system in place so we know the children really well. We use an on-line learning journal where parents/carers can comment on their child's progress and share activities and milestones they meet outside of the setting.
- How will the curriculum be matched to my child's/young person's needs?
Any planned activity that is adult led is differentiated to meet the age and stage of the child. We do this by making sure each activity is achievable by all children, extending the learning if necessary. We extend and reduce language according to where the child is with their communication skills by modelling speech and providing additional learning aids. During free play the environment is planned to be accessible to all children and risk assessments and evaluations are done regularly to support any additional needs. We use Makaton, Picture card exchange and visual timelines to support children. We have sensory boxes and activities that are available at all times to encourage the use of all senses.
- 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 have an open door policy and offer communication books, telephone consultations and email exchanges as forms of communications. We also have face to face opportunities through parents evenings and stay and plays to encourage two way relationships with parents and carers. We encourage parents to inform us of what their child can do out of the setting through settling in information and questionnaires. We continually ask the parents to let us know of skills or interest their child is developing at home. We do termly reports for all children as well as settling reports and 2 year checks.
- What support will there be for my child's/young person's overall well being?
Our key worker system provides secure relationships with children so we get to know them and support them in their overall wellbeing. We understand a happy and healthy child will learn and develop. All staff have recently completed Adverse Childhood Experiences training which help support the understanding of how important well being is for their future development. Personal care is given by their key worker or co-carer so that children are comfortable and supported in this area. We will administer medicine with written consent from parents. Additional training for specialist hospital nurses is obtained for specific illness such as cystic fibrosis. Although we serve young children we provide scrap books so they can look at the activities we have on offer. We discuss what they like during small group time and provide in the moment planning for current activities or interests where we extend the learning immediately. The children also have access to cameras so we ask them to take a picture of their favourite toys etc.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The Manager has a foundation degree in Early childhood and is working toward her BA degree. The Deputy has a level 4 qualification and all keyworker staff have or are working towards a level 3 in early years. We have a named SENCO, DSL and LAC co-ordinator. To enhance exercise and movement we have action club who comes into pre-school regularly. We have a teeth brushing programme for our rising 4 children and a specialist dental nurse who visits. We have a booklet of resources for parents available at all times to get support anonymously if they want to. We also provide support sacks for specific need such as bereavement, behaviour, toileting, emotions, new baby and changes in family circumstances.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The Manager is qualified in SEND and the Deputy is in the process of completing her full SEND training. All staff have paediatric first aid, epi pen and safeguarding. Staff have completed behaviour management and on line training for supporting SEND in the pre-school. We have 4 staff who are trained in the language box initiative. We have also completed communication courses on-line as well as Makaton, nutrition, emotional wellbeing, Adverse childhood experiences, prevent, British values, neglect, anxiety in children and childhood in crisis.
- How will my child/young person be included in activities outside this classroom including school trips?
We do an annual trip for our rising 4 children making sure all children have the opportunity to attend. We have a parent run committee who help support the trip and use fundraising money to subsidise the cost to make it affordable for all. We promote free activities on our closed face book page so families can access activities outside of pre-school.
- How accessible is the setting/school/college environment?
The pre-school rooms are set up to support children will special educational needs.
- 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?
We support children in their transition into the setting and when they move on to school or other settings. We complete inclusion partnership agreements for children with Special educational needs where we share information with parents present, on what the child may need in their next step of education. We apply and support parents with Educational Health Care Plans and update these when needed. We also do visits to schools with their key person to support the children. During the summer term we supply school uniforms and "school" books in our role play to support in transition. Schools in the area send us booklets and information on their individual schools.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Any funding that is received to support a child in accessing the pre-school is documented and used on staffing or other resources that will support the child. Children who get pupil premium payments are tracked and all money is reported and presented to the pre-school committee. Individual needs of the children will be assessed and additional funding will be allocated in a way that best supports their need. This may be for additional support staff or equipment.
- How are parents involved in the setting/school/college? How can I be involved?
We have a parent run committee who run the pre-school. Parents/carers are encouraged to come in and volunteer. We send out regular parental questionnaires and use social media to encourage parents to be involved in pre-school. We review policies regularly with parents/carers and hold regular stay and plays to encourage families into the setting.