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Family Information and Services Hub

Bolton Under 5's Preschool

Pre-School Playgroup

Coronavirus status: OPEN

Who to contact

Telephone
07881 920709
E-mail
info@BoltonUnder5s.co.uk

Where to go

Address
Beddington Centre
Riley Lane, Old Basing
Basingstoke
Hampshire
Postcode
RG24 7DH
Accessibility
Sensory area, Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
Yes
When is childcare available
Facilities
Visit & Outings
Car Parking
Messy Play Area
Outdoor Play
Computer

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
06/02/2017Inspection (Early Years Register)Outstanding

Inclusion Information

Special Needs

Has Provision
Yes
Experience with
Physical impairment
Visual impairment
Challenging Behaviour
Social development impairment
Hearing Difficulties
Language impairment
Details
Caters for children with special needs.

Costs

Availability

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
All year round

Local Offer

Local Offer
Communication
Makaton
How will early years setting/school/college staff support my child/young person?

Our SENco will plan and oversee all support needed for your child in close collaboration with your child's Key person to aid your child's development. The amount of support given will be tailored to fit the individual needs of your child. One to one small assistance or small group work may be arranged. We will also liaise closely with any outside agencies such as SALT, Portage, OT’s etc. to ensure we’re all working together on the same targets to give as much support to your child as possible. The SENco will liaise with you, your child's Key person and any outside agencies involved in order to monitor your child’s progress. Individual educational plans (IEPS) or behavioural plans are drawn up in consultation with all who are involved with your child. Any plans in place will be communicated with all members of staff during fortnightly staff meetings to ensure we are all being consistent in our approach. We will ensure that regular meetings are arranged between parents/carers, Key person and SENco’s to discuss the effectiveness of plans and next steps. Parents are also invited to attend the setting whenever an outside agency comes in, to work or observe their child to ensure they get to see them to discuss progress and/or concerns. We pride ourselves in our openness with parents and our availability to discuss issues with parents whenever they arise.

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

Our Preschool follows the Statutory Framework for the Early Years and Foundation Stage. For more information on the EYFS please go to http://www.gov.uk/government/collections/early‐years‐foundation‐stage. Your child is a unique person, as such when planning activities for the children, we ensure that we consider each individual child to ensure that we are focusing on their interests whilst providing exciting learning opportunities for them. Our preschool allows the children to explore and investigate in a rich environment with adult support; ensuring safety and extension of experiences as well as offering fertile ground for developing potential. In whole group activities we ensure that all resources are differentiated to suit each child’s needs so that all children will be able to access it and it will be suitable for their development stage. The level of supervision and support will also be differentiated based on the activity and the children involved and their needs, this helps us to ensure that every child is included and able to learn at their own pace and level.

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 want to work in partnership with all parents/carers to support their child’s needs and development. Every child has an electronic learning journey which is generated using a secure on line system called ‘Tapestry’. You will be provided with a personal log on password to access the learning journal from your own home where you will be able to see a written and pictorial account of the activities and learning goals your child is meeting. The system allows a 2 way communication between parents/carers and staff. As such we can incorporate your child’s interests from home into our future planning in preschool. We use analysis generated by the system along with holistic observations to ensure your child is developing at a realistic pace for them. We also offer two parents’ evenings a year. If your child has an Individual Educational Plan (IEP) which includes targets to support your child’s development, we will have additional meetings with you every half term to discuss progress made against the targets and the next steps we would like to consider. For children who are aged two, we carry out a Progress Check at 2 years 6 months. This provides both parent/carer and your Health Visitor a summative assessment based on observations we have made on your child and the appropriate age band we feel they sit. Our report alongside your Health Visitors report will form a holistic picture of your child’s development stage.

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

Whilst all members of our team will be on hand to support your child whilst in our setting, the role of the Key person is to ensure your child feels safe and secure; both emotionally and physically throughout the transition from home to preschool and later to full time education. We maintain an inclusive practice, the room and garden area are checked before each session for safety. To ensure their safety and to encourage kind behaviour we use emotion/happy talk to teach the children expectations of behaviour. This is carried out by your child's Key person and reinforced by all members of staff at each session. For our rewards we use stickers, and our leaves (medals in the shape of a leaf) for WOW moments for your child. Behaviour plans are put in place as and when required, sand timers and visual cards are used to support this as needed. We have lap dogs and fiddle toys to encourage the children to be able to concentrate in small group time if needed. All staff are trained in paediatric first aid and all medication is stored in a secure place. A record is kept of all medication your child may need, and when it is necessary for medication to be administered within the preschool day, we will ask you to complete and sign a form advising of the correct dosage and times needed. Staff are kept regularly updated of children’s individual medical and dietary needs during fortnightly staff meetings. All staff hold DBS (Disclosure Bar Searches) certificates and are asked to sign declarations annually to confirm no changes to their circumstances that would affect their suitability to work with children. The setting has two named Lead Safeguarding officers who attend regular safeguarding briefers and feed all necessary updates to all staff members. All members of staff have level 2 safeguarding training or above. To ensure that we comply with our ‘Safeguarding Policy’ we ask that all electronic devices are kept locked away when entering the building, with the exception of the electronic devices we use to compile the children’s learning journals. These devices are password protected and ONLY accessible by authorised personnel. No student or parent/carer, may accompany children other than their own to the preschool toilets. We provide nappy changing facilities within the toilet. When your child is toilet training we will provide all the support necessary teaching and encouraging them to be independent whilst being reassured that a member of staff is always there to help. All disclosures made by a child is treated in line with our child protection guidelines.

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

Our SENco and staff have been trained in behaviour management and have worked closely with speech and language groups supporting children with speech difficulties within our setting. Our team have a wealth of experience with 7 members having undergone NVQ 3 training in Early Years Child Care Education. We currently have working partnerships with SALT, Area INCO’s, Portage and local Children’s Centres. We have the ongoing support of our Early Year’s Advisory Teacher who is always on hand to offer guidance and support whenever called upon. We have made links with lots of different specialist services due to our past and current children needing support. If we do not currently have links with a specific service your child needs to access, we would ensure that we develop links with outside agencies and specialists in that field. The setting has undertaken a taster session in Makaton (a signing method of communication supported by spoken language) and we are continuing to develop this very popular way of communicating with each other.

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

Our SENco has received training in a number of areas including, Attachment, Portage and SALT, and also attends regular support training with the Inclusions Team for Hampshire County Council. She plans speech and language groups around your child’s needs, should you already be undergoing speech and language therapy, we are happy to tailor a group around your child’s needs for development. Our SENco is due to attend an Autism Conference in January, and aims to focus on ‘visual awareness’ as a way of communication and understanding within our setting. The setting Manager was part of the ‘Enabling Environment Project’ focussing on ensuring that we provide an inclusive and accessible learning environment for every child, without exception. All staff work closely with you and outside agencies to learn specific skills to support your child within the preschool.

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

>Before any trips or outings are undertaken, a risk and accessibility check will be carried out by a member of staff to ensure that all children can participate. We have a farm visit that comes to the preschool in the summer term, this is accessible to all children within the setting. The preschool has a Christmas party which all children are invited to. Dietary information held on your child will be implemented as needed. The Committee organise various fund raising events throughout the year, which all children and their families/siblings are welcome, we pride ourselves on being an inclusive setting. We take the children on walks to the allotments/local area on adult to child ratio of 1‐6 for the over 3’s and 1‐4 for the under 3’s.

How accessible is the setting/school/college environment?

The building is wheelchair/buggy accessible. There is an accessibility toilet with nappy changing facilities. Our indoor and outdoor environment are all on one level making it easily accessible to all. Guidance from specialists would need to be sought if specialist equipment is required as the preschool is in a community building that is also used by others. We can take a maximum of 26 children in one session. We have had a wealth of experience caring for children with English as a second language, Czech, Russian, Polish, Japanese, Malaysian and French. We have a working relationship with (EMTAS) the Ethnic Minorities and Travellers Achievement Service who offer support and guidance, and help with translation of information for parents. We provide: books and culturally appropriate items whenever 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?

Parents are encouraged to make an initial visit to the setting to meet the team, see us in action and get a feel for our setting to see if they think it is right for them and their child. When a child is due to start at preschool we ask parents to complete Admission forms to give us information about their child’s developmental stage, medical information, dietary requirements, religious or cultural backgrounds and any other relevant information that will help us to support their child with settling into preschool. A child will then be invited to some settling in sessions, these will be tailored to each child’s needs but will usually start with a shorter visit with a parent or carer, with a chance to meet staff and in particular the child’s Key person, to discuss the child’s developmental stage, medical issues, interests and preferences. Following this the child will have another short visit alone before starting their normal reserved sessions. Each child is different and may need a longer settling in period or a different approach, sometimes a staff home visit maybe useful. The preschool works closely with local schools in preparing the children to move on to Reception Year. The preschool manager meets with the year R teachers to discuss the children, their progress, personalities and friendship groups to ensure the best possible transition to school. Normally the Year R teachers visit preschool to meet the children in their current setting and the children are then encouraged to attend the settling in sessions offered by the local schools. Resources surrounding transitions are available for children to access in the setting, school uniforms are added to the dressing up and role play area in the second half of the summer term and discussions held surrounding transition to big school or other settings as required. Children who are preparing to go up to school are supported and encouraged to develop their concentration/listening skills and independence with personal care in preparation for school.

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

Our aim is to provide resources that are inclusive, stimulating and accessible to all children of differing ability. The preschool manager and SENco in consultation with the staff team ensure that resources are updated and sourced in line with the needs of the current cohort of children. Every Key person has the opportunity to request additional resources to support specific children’s needs. Our SENco and other members of staff have access to the local Resource centre where we are able to lend resources to cater to a specific child’s needs. i.e. talking tins to help lines of communication with very shy children, or Bilingual pens for dual language speaking children. We offer families the opportunity to take these resources home and work in partnership with us to support their child’s emotional wellbeing.

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

Decisions about support required would be made following observations by staff and in discussion with parents. Unless there is a safeguarding concern, outside agencies will not be contacted or involved without a parents signed consent. Support options would be discussed with the preschool SENco and parents, and then an Individual Education Plan (IEP) put in place. Outside agencies are contacted where necessary by preschool or in some instances by parents directly. Continued observations and developmental assessment establishes a child’s progress and the impact additional support has on a child’s learning and development, it also forms the basis for next steps. The aim of the preschool is to work in partnership with families to provide the best possible support and learning experience for each individual child’s needs.

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

Bolton Under 5’s Preschool is a Parent Committee led preschool, this means parents can take an active role in the strategic direction and running of the preschool. Any parent is welcome to join the committee and contribute in any way that they can, supporting the preschool manager in setting policies, managing finances, recruiting new staff and fundraising to name but a few areas. The aim of preschool is to work closely with all parents and families to ensure the best possible outcomes for children. With strong home school communication we will be able to support individual needs, interests and development. We have an open door approach and parents are always welcome to come into preschool to visit, volunteer or meet with staff. We have regular parent meetings to discuss children’s progress but are also available anytime for an informal catch up. The staff and committee arrange a variety of events during the year to offer family occasions with a view to having fun together and creating a sense of community with our preschool families.

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