Who to contact
Where to go
The Abercorn Trust Hall
Aldershot Road, Church Crookham
- GU52 8LE
- Accessible changing, Secure environment, 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 09:00 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 12:00
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 09/03/2017 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 5 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
- How will early years setting/school/college staff support my child/young person?
All children at Tweseldown Playgroup are treated as individuals regardless of their ability so children with special needs are integrated into the setting as much as possible. Predominately the child's keyperson will support their key children but the whole staff team work together to support all children. The keyperson will plan the next steps for each child. They will be appropriate for the age and stage of development. This is usually done once a term but can be more often if necessary. The steps can be very small ones if that is appropriate. The SENCo will support the keyperson to ensure the support given to children with special needs or disabilities are tailored to meet their individual needs. The supervisor will also have an overview of each child. The keyperson will meet with parents/carers regularly so they are fully informed of everything happening to their child. Both formal meetings once a term to discuss their progress towards their next steps and agree future next steps and regular conversations at drop off or collection times. If parents/carers work, informal contact can be by email or phone. Most children can be catered for with current staffing levels but sometimes it is necessary to put extra support in place. The Local Authority (LA) sometimes provide some funding for this but often the support is needed more quickly or the criteria do not meet the LA's criteria. If this is the case the staff will make a request to the committee for additional funding.
- How will the curriculum be matched to my child's/young person's needs?
As stated before, every child is treated as an individual. That is the same for children with special needs or disabilities. Each child's keyperson will keep a learning journey for their key children. Part of that learning journey is a progress tracking sheet. This tracking sheet is used to spot any gaps in the children's knowledge and these gaps inform the next steps for that child. The next steps form part of the planning process. For children with special needs and/or disabilities, as well as the usual next steps, an Individual Education Plan (IEP) might be used. This is a slightly more formal document, breaking down the child's next steps into smaller targets and detailing how the keyperson might work towards these targets. It will be agreed with the parents/carers and signed by them. It will include a review date too. Staff regularly update their key children's learning journeys and tracking sheets so they can plan to the children's needs and interests. This is part of the observation, assessment and planning cycle which is ongoing and continuous for all children. The learning journeys come home once a term for parents/carers to look at and a comment form is included in it. They can be viewed more often if the parent/carer would like.
- 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?
For most parents/carers the process described above will help keep parents/carers fully informed of what is happening and how their children are learning. To summarise, that is: An initial baseline observation A two year old check A learning journey folder with opportunity for reading it and commenting on progress Next steps and an IEP Regular meetings with parents/carers, formal and informal Formal “meet your keyperson” meetings are arranged in the evening in alternate terms so that parents/carers can come and talk to their keyperson about their child's progress. They have the chance to look round the setting as well, without their child being there. This means parents/carers can talk about their child's progress and ask questions, without the pressure of their child needing their attention, or feeling they need to get on with their day. As well as this the setting encourages all parents/carers to take an interest in their child's learning and each week the planning is sent to parents. It includes ideas for extending the learning at home and informs parents why the setting has planned that particular activity and what the children will be learning while doing it. This contact is especially useful for parents who are working and can't get into the setting. The parent mail also says what other activities are happening, for instance, anything organised by our parent committee.
- What support will there be for my child's/young person's overall well being?
As far as possible children will be fully integrated within the setting and encouraged to be part of everything going on. This might need extra support from the adults but is part of our inclusive provision. Medical needs would be talked through as the child joins the setting and a plan agreed. More invasive procedures would need discussing before the child starts so that staff can be trained and the insurance company informed. We have given diabetic injections and cleared feeding tubes in the past, as well as regularly giving asthma inhalers and antibiotics. Nappy changing and toilet care is part of the everyday routines when working in a preschool. We have a behaviour policy and all parents are given a copy on joining. If a child finds it difficult to follow the expected guidelines, extra support will be given to encourage the required behaviour. We use distraction to defuse situations, sand timers to encourage sharing and praise to reinforce good behaviour. We fully understand that a child's special needs or disabilities might mean they need more help to understand our values and how to treat each other and we only expect what is age and stage appropriate. If a child's attendance is erratic we would make a phone call and talk through what we can do to help regular attendance.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have no specialist services available on site but the staff are an experienced team with a good basic knowledge of a variety of special needs and disabilities. The SENCo can and does refer the children on to a variety of specialists for appropriate support. These would include speech and language therapy and portage. The Area Inclusion Coordinator (INCo) supports the setting and would suggest other professionals for referral and assist the setting in making the referrals if necessary.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have two graduate practitioners and five level three practitioners (seven staff in all) who work with the children and are keyperson to a group of children. All staff have acquired a good basic knowledge of a range of special needs and disabilities over time and will always seek out training on specific subjects to support the children in their care. Our SENCo has completed relevant Local Authority special needs training. The supervisor has also completed this training. In addition both practitioners have attended further training and awareness raising courses to support their roles. These include behaviour management, autistic spectrum disorders, hearing and visual impairment and physical needs. They do not profess to be experts in any of these but have an awareness which can be built on if a child attends with specific needs.
- How will my child/young person be included in activities outside this classroom including school trips?
>We would aim to be able to include all children in every aspect of life at Tweseldown Playgroup. This would include outings. Each individual need would be assessed each time but the expectation would be to provide as much support as needed to be fully inclusive. Our two regular trips, one to a farm and one to a gym, shouldn't cause any problems and one to one support would be provided if needed. Possibly, and if necessary, the parent/carer of the child would be encouraged to accompany us and at the very least, the parent/carer would be asked about their views on the suitability of the provision for their child on the outing. We walk locally, for instance to the local shop or post box. We would expect to be able to provide the support needed to allow all children to have a turn to do this in consultation with the parents/carers.
- How accessible is the setting/school/college environment?
We have a large inside and outside environment. There are no specific disabled facilities but the entrance door is wide and the adult toilet has a hand rail. Every effort would be made to accommodate wheelchairs including moving the furniture to make wider pathways. Inside for the children we have child height tables, chairs, toilets and hand basins. Lots of our playing is done at floor level. There is a sandpit on the floor and cushions in our cosy book corner. We attempt to keep walkways clear so enable movement between areas. Outside is quite big and can be fast moving, although there is a fenced off quieter area. There is a big climbing frame and a woodland area. For children with physical or visual disabilities this might need assessing for suitability and help given to fully access it. For families with English as an additional language we would seek help from the Ethnic Minority and Traveller Advisory Services (EMTAS) to aid communication. We try is be inclusive by putting words around the setting in the languages of current parents/carers and our lending library includes dual language books. We have had basic Makaton training and use a few signs. We would be willing to refresh our knowledge for specific children if needed. If specialist equipment is needed for a child we would seek to source this before the child starts.
- 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?
The process for joining Tweseldown Playgroup has been highlighted previously and includes assessing our environment and adapting it if needed, talking the child's parents/carers to find out about the child's specific needs and allowing a settling in process to suit each child. For transferring on to school we would liaise closely with the school. We have excellent links with our feeder infant schools so any transition process will be well managed. We would expect the infant school staff to visit the children in our setting and a transition meeting would be organised. This meeting would have an agreed agenda and take place at a time to suit school, preschool and parents. The child's strengths as well as their individual needs would be discussed and a planned, supportive transition process would be agreed. This would be individual and unique to each child. We would provide the school with a written transition report too. If the child was moving on to another preschool setting a similar process would take place. All children moving on to a new setting, whether they have special needs and/or disabilities or not, will meet their new teachers and visit their new school. School staff visit us too. We talk to the children about what is happening and provide school uniform dressing up clothes for them to role-play moving on.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Tweseldown Playgroup is very well resourced and can accommodate most special needs from their existing resources. The biggest additional resource would be likely to be staffing and as detailed previously if extra staffing is needed the staff will make a request to the committee for additional funding. The ethos and expectation of the playgroup is that, providing the setting has the funds available, they will be provided to support an individual child. Additional equipment to support the child's learning would be purchased if required and funds are available. If no funds are available we would attempt to borrow what we need form other preschools or toy libraries.
- How is the decision made about what type and how much support my child/young person will receive?
The amount and type of support given to each child is completely individual and based on identified needs. It depends on whether a child comes to us with a pre-existing/diagnosed condition or whether the need becomes apparent once they have started. It will almost certainly be the keyperson who works with your child first, calling for support and guidance from the SENCo and/or supervisor. As each child is different the time between first concerns and the start of formal record keeping will vary. Sometimes a niggle resolves itself without going further, simply by waiting for the child to mature and working with them as an individual. If help is needed beyond what we can offer, the parents/carers will be consulted and the child will be referred to outside agencies for additional support. This support might be provided by a professional coming into the setting to observe the child and offer the staff advice, or it might be support for the parents/carers at home, or both. At all times the amount of help will depend on the child's needs and will be continuously assessed and reviewed, taking into account views from all professionals involved as well as the child's parents/carers. Additional support can be provided if needed or the child can be signed off if issues have been resolved.
- How are parents involved in the setting/school/college? How can I be involved?
We are a community run group which means we have a parent management committee which is elected at an annual general meeting each October. They work in partnership with the staff to manage the setting. They also run fund-raising events. There is an opportunity to be involved on this formal level or as a parent/carer who supports what the committee organise. Parents/carers are welcome to come into the setting to help with the sessions. This can be regularly or occasionally, for a whole session or just part of it. We love parents to pop in and read stories for instance. The weekly parent mails allow parents/carers to be fully informed on what is happening and can contribute if they would like too, for instance, coming in to a session to play a musical instrument if the planning shows we are having a musical week. There is a suggestions box in the entrance hall for ideas from anyone and the staff are on hand at the start of every session to listen to parents, carers, grandparents, child-minders etc. and encourage their interaction with us. When you join Tweseldown Playgroup you will be asked to sign a parental agreement form which details what you can expect from the staff and the committee and in turn, what we expect from our parents/carers.