Buttercups Early Years Centre
Who to contact
Where to go
Bursledon Village Hall
- SO31 8BZ
- Accessible changing, Secure environment
- 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 08:00 14:30 Tuesday 08:00 14:30 Wednesday 08:00 14:30 Thursday 08:00 14:30 Friday 08:00 14:30
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 13/01/2017 Inspection (Early Years Register) Outstanding
- 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
- How will early years setting/school/college staff support my child/young person?
After getting to know your child through playing with and observing and assessing him/her we will meet with you to share our assessment and we will also be very keen to hear your thoughts on their progress at home. We will also make a plan called an Individual Education Plan which will show us your child is now, what their need is and what our next steps for them are and how we plan to achieve them. This will happen every 6 weeks and this meeting will be attended by you, your child is they wish to, our Senco, and your child’s key carer. We may also invite you in to talk with the SALT (Speech and Language Therpist) and the Area Inco when they visit as this will often be the case for other professionals coming into Buttercups to observe your child. Your child’s next steps and any strategies for promoting e.g. positive behaviour, eye contact, good practice will be shared with our team to ensure consistency throughout the setting. Your child may become part of our smaller language group or work one to one with an adult for part of their session. Where funding allows we may allocate an adult to support your child for part or the whole session.
- How will the curriculum be matched to my child's/young person's needs?
We will ask for information about your child in their Learning Journey. This gives us a great starting point telling us what they like, enjoy, dislike, books and songs they like to sing or play with, what frightens them etc. We also offer you a home visit to get to know you and your child in an informal and familiar environment. With this information we aim to meet their needs from the first day with what is familiar making them feel secure. As we get to know them through playing with and alongside them, observing and assessing them we are then able to plan for their next steps. We use the EYFS ( Early Years and Foundation Stage) which shows expected development for children in the early years 0-5. This document is very helpful to us and it also states that ‘Every child is unique’ ‘Children learn to be strong and independent through positive relationships and learn and develop well in enabling environments in which their experiences respond to their individual needs and there is a strong partnership with parents and/or carers. Children develop and learn in different ways and at different rate. The framework covers the education and care of all children in early years provision including those children with special educational needs and disabilities’. At Buttercups we aim to do thread this through all that we do making the best possible environment for all children whatever their ability. For more information on the EYFS please go to. https://www.gov.uk/government/collections/early-years-foundation-stage
- 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 actively encourage you to share your thoughts, news, progress and concerns with us. We have an online learning journal for each child and photos of the session are uploaded each day to show what we have been doing. You can also add to this with stories and photos of your own. As we are an outdoor setting we do not carry out written observations and find photos tell the story so much better. We aim to make ourselves available for a handover chat and can always be contacted by email in working hours. For a longer chat you can book an appointment. We have parent meetings three times a year but we will always make time to see you promptly if you have any concerns. During parents meetings we share progress and also targets for next steps and things you might like to try at home. If your child has additional needs they will also have an Individual Education Plan (IEP) as mentioned above. For children who are aged two when they start with us we will also carry out a progress check in the three prime areas of Personal Social and Emotional Development, Physical Development and Communication and Language Development. This progress check will show your child’s strengths and any areas of delay or concern in development. This will be shared with you at a special meeting, your thoughts will be added and we will plan for your child’s next steps in care, learning and development.
- What support will there be for my child's/young person's overall well being?
The key carers are responsible for administering medication and will attend training where necessary for specific care routines e.g. Diabetes, Epilepsy. Senior staff regularly update the rest of the team in weekly team meetings regarding any medical conditions to ensure everyone is aware of them and how to best manage any situation. We ensure all staff have relevant up to date first aid training along with all staff receiving safeguarding training. Our safeguarding officer will also run in house training to update staff on any changes to safeguarding policy discovered on the safeguarding cluster meetings attended. Our behaviour Coordinator works with our team and parents in supporting children with behavioural needs. We will put strategies in place to support the child and these will be shared with parents and team members to ensure they are consistently implemented. A Behaviour Plan may be put in plan to outline the support we will put in place and we will discuss and review this with parents on a regular basis to share information both at Buttercups and at home. We believe children have a right to their own thoughts, ideas and opinions and we encourage and use them to contribute to their learning and development. We do this through observation of children as they share their opinions through their behaviour, actions and words. As children get older and are more able to verbalise their thoughts we ensure we take their opinions into account when planning activities and completing IEPs or behaviour plans.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have links with lots of different specialist services through Hampshire County Council Services for Children. If we do not currently have links with a service your child needs or uses we would ensure to develop links with the service, outside agencies or specialists to ensure they are receiving as much support as possible. We currently work with SALT, EP’s, Area Inco’s, our local children’s centre and the Early Year’s Advisory Team.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have an experienced SENCo who has completed all her SENCo training. We have a designated Behaviour Co-ordinator. We have had Makaton training which is signing to support children with limited or no speech. Our SENCo has also completed Bereavement training. We work closely with our Speech and Language Therapist (SALT) and took part in in a long term project called Keep of Talking this year. All of our team have attended Communication Friendly Spaces training to ensure our environment is as inclusive and suited to the varying need of our children as possible.
- How will my child/young person be included in activities outside this classroom including school trips?
>All of our activities are adapted to ensure all of the children will be able to access them in their own way. As we access the outdoors in our local area every day we have a higher ratio of adults to children 1:4 to ensure we have enough staff to positively support the children. Our ratio is adaptable and assessed on individual children’s needs to ensure they have the support required to enable them take part in the session. This may mean in a ratio of 1:1 is required. Regular risk assessments are carried out to ensure everyone’s safety and well being. In some circumstances we may deem it necessary for parents to attend e.g. a trip on a train to ensure all children can take part.
- How accessible is the setting/school/college environment?
Buttercups is located at the rear of the village hall and accessed by stairs both inside and outside the building. There is a stair lift on the indoor staircase. Our two rooms are located on a level surface and lead out into a garden on the same level. There is a decked area, bark chipped, stoned area and a concrete path with vegetable and digging areas. There is a disabled toilet within the building and 4 other toilets for our use. When out of the setting we also carry toileting facilities in the form of a potette. We have the facilities for nappy changing. Our outdoor play area may be slightly restricted for children with physical disabilities as the floor is on different levels with various surfaces. Other than physical restrictions constrained by the building, we are very open to adapting our environment to suit any and all children’s/parents 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?
We encourage all children to visit their school before starting and we would try to visit with them wherever possible. We try to work closely with the school/new setting and invite them to come in to see the children in the nursery as well as visiting the children at home with their parents. For children with SEND we encourage the school to arrange more visits for the child to the new school to ensure the transition is smooth. We carry out school based role play and lots of activities to promote what it will be like in school as well as social stories depicting what they will experience at school and how they may feel about the transition. We also set up transition books for each child going to school showing them photographs of their new school and the people that will be caring for them. With your permission we will speak to the new school/ provision to give them as much information about your child as possible as well as sending a transition form and all of their developmental paperwork and learning journey. If your child has SEND we may arrange an IPA (Inclusion Partnership Agreement)or Transition meeting to get all of the professionals working with your child together to ensure the school or new provision knows how best to support them and what they may need to put into place before your child starts with them. You would also be invited to attend this meeting with us.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Through observation, assessment and planning and through close partnership with you and any outside agencies working with your child we will ensure that we have resources, materials and equipment to support your child’s learning journey at Buttercups. These will link into their interests taking them forward to their next steps in learning and consolidating what they already know. If a child needed additional resources we would ensure these resources are available for them to access independently. We ensure that all children with SENDs needs 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 person, SENCo, Area InCo, parents and any other outside agencies will discuss what support would be appropriate for your child’s individual needs. Through observation and interaction with your child we will regularly review how well the support we have put into place is helping your child to make progress in line with the EYFS. (Early Years Foundation Stage). We have regular meetings with parents to discuss, review and plan for progress and update Individual Education Plans (IEP’s). We may decide that the additional support we have given is no longer needed if your child has made significant progress and is no longer in need of it.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents to be as involved in Buttercups as they can be. Before your child even starts with us we invited you and your family are encouraged to visit as often as you wish as this enable you to get to know us and our setting and feel comfortable and reassured. There are many of ways you can be involved such as contributing to your child’s learning journeys and sharing the everyday events. We welcome parents and carers to come into Buttercups to help join us and help out with specific activities, or celebrating certain festivals. We have a Parents and Friends group of present and previous parents and they share information and get together. We hold social occasions, parties for the children both past and present Christmas and leavers events. We also invite you along to special outings. We regularly ask for your thoughts and opinions about the service we offer and this informs progress and change.