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Little Acorns Pre-School

Coronavirus status: OPEN
Coronavirus status: OPEN

A friendly, well-regarded preschool setting in a small Hampshire Village adjacent to the much sought-after Charles Kingsley C of E Primary School.

Who to contact

Contact Name
Eira Cummings - Supervisor and SENCO
Telephone
07808 916500
E-mail
EY304771@childcare.hants.org.uk
Website
littleacornseversley.com

Where to go

Name
Little Acorns Pre-School
Address
Eversley Village Hall
Eversley
Postcode
RG27 0RP
Accessibility
Accessible changing, Secure environment, Wheelchair access, Disabled parking

Other Details

Availability

Age Ranges
2, 3, 4

Local Offer

Local Offer
Communication
Makaton
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?

Visits to the setting. All About Me. Settling in and observations by Key Carer. Open door policy and discussions with parents at hand over time at the end of the session. Parents encouraged to raise any concerns they may have with their child’s Key Carer. Designated staff roles are displayed on Parent Info board and on the settings web site. There is a very low level of diversity in our catchment area with no traveller presence, but our inclusion policy is designed to cater for such eventualities.

How will early years setting/school/college staff support my child/young person?

Key Carers and Inco will liaise with parents on a daily basis or on the days that the child attends. The role of the Key Carer will be explained to parents on their visits, in our policies and procedures documents and on our web site and our Inclusion policy will also be in our policies document. Our setting attends all area INCO support sessions and liaises regularly with the Area Inco Service and other agencies as demonstrated by our track record.

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

Following careful observations an Individual Education Plan will be put in place to ensure that the individual needs of the child are met. This will be done alongside the parents where their input will be valued and their observations will help to track their child’s progress and next steps. All children have A Learning Journey which shows their achievements and illustrates their progress alongside a 2 Year Progress Check and Early Years Progress Tracking sheets.

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?

A Planning Book is on display on a daily basis where parents are invited to make comments and suggestions. The Learning Journeys are available for parents to look at on a daily basis. Also we operate an open door policy whereby parents can speak to a staff member at any time. We also have Parent Consultation Meetings on a termly basis. A daily diary summary sheet would be sent home at the end of each week so parents could add their assessment of the week from their perspective. A termly newsletter is produced and our website regularly updated, to enable busy parents to keep up to date regardless of their professional etc. commitments. We prefer not to use social media and have a clear staff policy.

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

All staff are up to date with Safeguarding Training, First Aid and Behaviour Management. We have a policy for the administration of medicines, a behaviour management and a child protection and safe guarding policy, all of which are available in hard copy and on-line. All staff will be made aware of a child who may need support via the Key Carer and the SENCO.

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

The Senco for the setting has established good relationships with outside agencies such as The Children’s Centre, SFYC, Hampshire Inclusion Team, Speech And Language Services and Portage. Our setting SENCO attends the regular area SENCO support meetings, which enables them to keep up to date, network with other settings and share useful information. Other staff members have undertaken Makaton Training and have cascaded this down so it can be used on a daily basis.

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

All staff members are up to date with First Aid Training and are fully aware of all policies and procedures. All staff are familiar with IEP’s and daily diaries and all staff are aware through observations that any concerns they have about a child should be discussed with the Senco and/or Manager so that so that next steps can be implemented alongside input from the parents, so the best outcome for the child can be achieved. Training is accessed when relevant to a specific child’s needs.

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

>All children would always be included though ratios would dictate the need for parental help and support when undertaking a trip outside of the setting; a risk assessment would always be carried out before such an event took place . All parents are made aware of our curriculum plans via a hard copy of a newsletter each term or via the setting website and the daily planning book. Parents are welcome to stay and help on stay and play with their child at any time. See our Inclusion policy in setting or online.

How accessible is the setting/school/college environment?

The setting operates in a common-user community facility (Village Hall) and is not responsible for accessibility and other changes. Wheel chair accessibility could be achieved if necessary. Makaton is part of the daily routine. A visual timetable is used when required and is tailored to the specific needs of individual children identified via observation.

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?

Transition information is passed to schools via transition forms, learning journey, school visits and transition meetings between school and pre-school staff. Any child who requires additional transition support receives this through well planned meetings and additional school visits.

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

The setting is entirely funded by the basic governmental provision. Additional funding that is allocated to a child through Early Years Action Plus is utilised identifying their priorities on their IEP.

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

IEPs and observations are sent to and discussed with Hampshire who decide whether or not to make funding available. IEPs are monitored and reviewed by parents and practitioners. If additional funding is awarded we discuss priority targets with the staff and the child’s parents and a plan is put in place. This is evaluated on a regular basis.

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

Open door policy; stay and play days; parent consultations; website; newsletter; learning journeys; special book; planning book; “Wow” board.

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