Milford Pre-school Plus Limited EY350734
Who to contact
Where to go
Milford Church Of England School, Lymington Road
- SO41 0RF
- Sensory area, Accessible changing, Secure environment, Wheelchair access, Accessible toilets
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- School Holidays
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:45 17:45 Tuesday 08:45 17:45 Wednesday 08:45 17:45 Thursday 08:45 17:45 Friday 08:45 17:45
We are an established Pre-School, operating from our purpose-built building, on the grounds of Milford Primary School. Both our inside and outside areas, are well equipped to offer children a variety of learning opportunities in all areas of development. We have a sensory room, with stimulating light and touch resources. Outside we have a playground, garden and allotment areas, also having access to 'Little Wood', where children have opportunities to cook their snack on a fire, experience pond dipping, along with many more activities.
We accept children from 2 years 9 months and gained 'Outstanding' from Ofsted in March 2013.
We have a highly qualified team of practitioners working at Milford Pre-School. Two staff have 'Special Educational Needs Training', two having completed 'Thomas Training'. All staff attend regular and relevant training to meet the needs of child development. Any further training required for a specific child would be sourced and attended by the Key person.
- Contact Name
- Contact Telephone
- 01590 644684
- Contact Email
- How will early years setting/school/college staff support my child/young person?
We will agree the allocation of sessions for your child, taking your wishes into account. Sessions can be increased when we feel that they are ready to do more, subject to availability. We can apply for extra support and funding if it is required. Milford Pre-School Plus has a dedicated Special Educational Needs Coordinator (SENCo), who will support your Key Person and liaise with outside agencies if required, with your permission. Individual education plans (IEPs) are drawn up by the key person after discussions with parents. All our SENCo's attends regular support meetings and training events to ensure her knowledge is kept up to date.
- How will the curriculum be matched to my child's/young person's needs?
Our curriculum follows the 'Early Years Foundation Stage' (EYFS), offering 'children's' choice' activities both inside and outside. the setting is 'free flow' enabling the children to play inside or outside when they choose. We offer activities to support your child’s learning and development in all areas of the curriculum. These are 'Communication and language Development', 'Physical Development', 'Personal, Social and Emotional Development', 'Literacy', 'Mathematics', 'Understanding the World' and 'Expressive Arts and Design'. Your child's Key person will plan specific activities to support their key children to develop, taking into account the interests of the children. The planned activities are differentiated to the abilities of the children and learning outcomes expected. We use a system called 'Tapestry' an on-line learning journal to record the development and progress of the children. This can be accessed by parents, so you have up to date information about your child's progress. We use this to track the progress of the children, using this information to plan next steps and support development. We have a 'Buddy' system, so if your key person is absent, another key person will care for and plan for your child.
- 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?
Our Key People spend one morning a week updating their key children’s records on Tapestry, with the SENCo having an additional morning to complete relevant paperwork and support the key people. Tapestry enables you to add comments and observations from home. Your Key Person will give you advice on how to support your child’s learning at home. You are also invited to come in and help with story reading, sharing your specific skills or general stay and play. This is a great way to learn more about us and pick up tips on how to support your child’s learning. You are given information through our Newsletter, Notice Boards, formal and informal discussions. We use the [http://www.gov.uk/early-years-foundation-stage ‘Early Years Foundation Stage’] to record and monitor developmental progress.
- What support will there be for my child's/young person's overall well being?
All staff are responsible for ensuring your child is safe and secure; both emotionally and physically. Throughout the transition from home to pre-school and later into the Reception year at primary school, your Key person will ensure your child feels happy and gains confidence. We work in accordance with our policies which can be obtained from Milford Pre-School. These include Safeguarding, Child Protection and Achieving Positive Behaviour. All staff are trained in first aid, safeguarding and have current DBS checks. We carry out daily checks to ensure our setting is clean and safe.
- What specialist services and expertise are available at or accessed by the setting/school/college?
With parental permission we will liaise with the Area Inclusion Team, Speech and Language Therapists, Portage and Educational Psychologists in order to support the children. We will contact additional outside agencies, professionals or specialists should this be required.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our staff are all qualified to or working towards, a minimum of Level 3 in Early Years Child Care and Education. Between us we have many years of experience and attend further courses throughout each year to maintain up to date knowledge and guidance. Many staff have undergone Makaton training. Our SENCo's (Special Educational Needs Coordinator) attend regular support meetings to maintain up to date information and training available. Two staff have attended Thomas Training.
- How will my child/young person be included in activities outside this classroom including school trips?
Our outside space is accessible to all children. We would ensure any outing would be accessible to all the children on our register at that time. Parents are invited to join in outings and we ensure a ratio of 1 adult to every 2 children.
- How accessible is the setting/school/college environment?
Our building, both inside and out, is accessible to wheelchairs and buggies. There is an accessible toilet for wheelchair users and nappies are changed on a changing mat, on the floor of the toilet area. The room layout is adaptable, so can be altered to make wheelchair use easier. The sensory room can be used for individual and small group work. We would seek guidance from parents and professionals if specialist equipment is required to assist children with additional 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 will discuss your child’s needs and ask for a 'health care plan to be completed. With your permission we would gain support and advice from other agencies with which you are already involved. Where possible, we will ensure that the appropriate equipment and care is in place to make the transition as smooth as possible for your child. You will be invited to join in sessions before your child starts, this can be as often as you like. We ask you to complete an ‘ALL ABOUT ME’ book to provide information and discussion between your child and their Key Person. In the summer term, prior to starting Reception, the children visit Milford Primary School three times and the reception teachers (and head teacher) visit our setting to read stories. The children attending Milford Primary will be familiar with the school grounds, as we have use of some outside space. For children who do not go to Milford Primary school, teachers from theirs school will arrange to come and visit us to meet your child. For children requiring extra support to join mainstream school an Inclusion Partnership Agreement (IPA) is set up in collaboration with the pre-school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Additional funding can be claimed for children with special educational needs and disabilities. The setting would use this for specialised equipment or an additional staff member to support your child.
- How is the decision made about what type and how much support my child/young person will receive?
The decision on how much support your child will receive in our setting is made from the consultations between yourself, the pre-school and outside agencies. If a child already has a diagnosis then appropriate advice will be sought and followed. If you have no diagnosis but are concerned about your child’s development a meeting will be held to discuss the best way forward. The Key Person shares developmental records with you. These can be used as a tool to identify an area of concern. An Individual Education Plan (IEP) is then drawn up by the Key Person, SENCo and yourself with a realistic review date. Upon review the impact of the support will be monitored and adapted as appropriate. The manager monitors the children’s progress on a termly basis to check that staff are ensuring children have access to the whole curriculum.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are invited to visit the setting whenever they wish. They are regularly reminded that they can come in to read stories with the children or share any special skills they may have. This could be nursing, dentist, fisherman etc. We also invite you to tell us your child’s interests so we can plan activities around them. Our pre-school is a Company Limited by Guarantee and parents are invited to join the board of directors. Our fundraising events rely on parental support and generally are thoroughly enjoyed by everyone involved. We have a Christmas Fair, Easter Egg Hunt, a stall at the Music Festival and also participate in a local carnival procession, 2018 pre-school and over all winners. Questionnaires are handed out annually to help us evaluate our pre-school. You are also welcome to speak directly to the manager with any suggestion/concerns or use the Suggestions Box.