Broughton Pre School
Strong links to school (Primary) simplifies transition to Year 'R'. Purpose built facility with free flow access to outdoor area. Outstanding provider in every area of provision according to ofsted report 2019
Who to contact
- 07931 914238
Where to go
Broughton Infant and Primary School
- SO20 8AN
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 04/04/2019 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
Social development impairment
- Caters for children with special needs.
- Age Ranges
- 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
Weekday All Day
- How will early years setting/school/college staff support my child/young person?
Our pre-school SENCo, along with your child’s keyperson, will plan and oversee all support needed for any child needing extra support within our setting. Your child’s Key Person will work with your child using an Individual Education Plan (IEP), which will have been devised by the SENCo, the BECo (if appropriate) along with any other professionals involved as well as the parents to ensure that progress is being made. This will usually been done through small group work and one to one work with your child throughout the week and will be completed as often as your child’s needs determine. We will also liaise closely with any outside agencies such as SALT, Portage, OT’s, EP’s etc. to ensure we are all working together on the same targets to give as much support to your child as possible. For any child with additional needs, we would meet regularly with the parents, at least half termly, and as often as required with outside agencies, to monitor progress and set new targets as appropriate.
- How will the curriculum be matched to my child's/young person's needs?
Regular observations and record keeping is carried out by your child’s keyperson and recorded in a personalised folder which shows each child’s Learning Journey. Our planning is ‘child led’, so that the curriculum is built around the children’s interests; with guidance from your child’s Key Person as to their individual next steps. Our pre-school allows children to explore and investigate, in a rich learning environment with a high ratio of adult:child support; ensuring safety and plenty of opportunities to enhance and extend learning experiences. All activities are differentiated to suit each child’s needs and to ensure that all children will be able to access them and that they will suit their stage of development. The level and type of supervision and support will also be differentiated based on the activity, the children involved and their needs. All of this ensures that every child is included and able to learn at their own 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 pride ourselves on being very approachable and endeavour to make ourselves available to parents and carers as their child arrives and leaves each day. We aim to support all parents with their children’s needs and development and are available for you to come in to discuss anything you may need and offer support or practical advice. In addition to this we hold an open week each term to share the children’s Learning Journals, which contain observations, assessments, photographs and examples of the children’s work. We provide parents with a progress update including next steps and space for their comments. We encourage parents to discuss any issues or concerns they may have. If your child has additional needs and they have an Individual Education Plan (IEP) with next steps to support your child’s development we will have meetings with you at least every half term and more frequently if necessary to discuss progress made and the next steps we want to put onto the IEP. A developmental check is always carried out at age two. Should there be any significant concerns we would address them immediately rather than waiting for an open week.
- What support will there be for my child's/young person's overall well being?
We help children to feel safe by providing each child with a keyperson with whom they can form a strong bond and a positive, caring relationship. We praise children for behaving in a safe and sensible manner and all children are taught fundamental safety rules and boundaries for the setting. Individual dietary and medical needs are accounted for by gathering information from parents and ensuring that all staff are aware. This information is also displayed within the setting including the child’s name, photo and details as a reminder. Appropriately trained staff can administer medicines with parental consent. Staff are trained to administer Epi-pens, Buccal diazepam and are trained in catheterisation. Appropriate training would be sought for other medical needs/conditions as needed. Staff receive regular first aid and safeguarding training. Our policies & procedures for administering medicines can found at www.broughtonpreschool.com. Our Lead Practitioner for Safeguarding (LPFS) will update staff about changes to safeguarding. To enable children to make a positive contribution we support each child in developing a sense of belonging so that they feel welcome and valued within our setting. We plan from the children’s interests, so they want to become involved in activities. This helps build self-esteem and confidence as they know they are listened to and that their preferences, ideas and interests are valued and respected. Our BeCo works with staff and parents in supporting children with behavioural needs. We put strategies in place to support them and the other children in pre-school ensuring inclusion.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The setting SENCo has attended additional training such as SENCo induction, Visual Impairment training, Hearing Impairment training and Portage training. Most staff have attended Makaton -a signing method of communication, supported by spoken language. The SENCo also attends termly SENCo support groups to keep updated with important changes, legalisation, new thinking and resources to support children with SEN. The BeCo and SENCo have attended additional training to support children with behavioural issues. We have worked with the Area Inclusion Coordinator, Speech & Language Therapists, Physiotherapists, Occupational Therapists, Educational Psychologists, Teachers for the Deaf and Teachers for the Visually Impaired. If we do not currently have links with a service your child needs to access we would ensure we develop links with outside agencies or specialists your child needed to ensure they are receiving as much support as possible.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff are very experienced and well qualified. Three are trained to level 4 in Early Years Care & Education and the forth is trained to level 3. Additional training is undertaken to equip staff with the necessary knowledge as the need arises. The majority of staff have attended Makaton training, this is a language programme designed to provide a means of communication through signs, to help children to understand and be included, this is always supported by spoken language. The SENCo and BeCo have attended additional training in speech and language development. The SENCo has attended additional training such as SENCo induction, Visual Impairment training, Hearing Impairment training and Portage training. The SENCo also attends termly SENCo support groups to keep updated with important changes, legalisation, new thinking and resources to support children with SEN.
- How will my child/young person be included in activities outside this classroom including school trips?
>All of our activities are adapted and differentiated to ensure all of the children will be able to access them in their own way. When going out of the setting we increase the ratio of adults to children to ensure adequate supervision. We base this ratio on our policy requirements as well as individual children’s needs to ensure they have enough support to take part in the outing. A risk assessment is carried out prior to any trips to ensure everyone’s health & safety will not be compromised and that we have the correct number of staff to adequately supervise the children. Parents may be asked to accompany their child on a trip if this is deemed to be the best way to ensure a child’s safety and well-being, particularly where one to one supervision is required or the child has a significant medical need.
- How accessible is the setting/school/college environment?
All of our setting is on one level and is wheelchair and pushchair accessible throughout. There is a disabled toilet and nappy changing facilities. Our outside play area has a variety of surfaces all on one level such as decking, brick & tarmac paths and a barked area. We have access to the Primary school’s playing field, again accessible on one level. Guidance from specialists would need to be sought should specialist equipment be required. We have access to an office area which is used as a quiet area for small group and one to one work. English as a second language is catered for by the Ethnic Minorities and Travellers Achievement Service (EMTAS) http://www.hants.gov.uk/education/ema.htm who help with translation of information for parents. We provide: books, posters 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?
Before a child starts we gather as much information as possible by discussion with the parents and playing with the child at settling in visits and through written information recorded on registration forms and ‘’all about me’ form. By finding out about the child’s individual preferences, interests and capabilities we can ensure that developmentally appropriate activities and resources are offered which are geared towards the child’s interests. Your child’s keyperson will help settle your child and talk with you to help build a strong relationship from the beginning. We recommend a minimum of 2 settling in visits and then a graduated separation from parents. We recognise that each child is different and aim to accommodate every child individually during their settling in time to ensure a successful and positive transition. When moving to a new setting we invite their staff to and share relevant information both during this visit and through a written transition report which outlines the child’s interests, strengths, any difficulties and their age & stage of development in the different areas of learning. When moving onto Broughton Primary School, in addition to a transition report, we speak to the reception teachers giving as much information as we can about each child to help ensure a smooth transition. We invite reception teachers from other schools to visit us and follow the same process. Each primary school arranges taster days and visits for new children to help them become familiar with the new school and staff.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children are entitled to 570 hours per funded year of free early years education the term following their third birthday, the same is available for eligible 2 years olds (please see our website http://www.broughtonpreschool.com for the eligibility criteria). Additional funding can be claimed for children with special educational needs (SEN). The funding is allocated to enable the child to achieve their full potential, possibly one to one support, specialist equipment, and appropriate toys to aid development or the creation of pictorial support aids. This is decided upon through consultation with all who are involved with the child at a “Team around the child”(TAC) meeting.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s keyperson, the setting SENCo, Area InCo, parents and any other outside agencies will discuss what support would be appropriate for your child’s needs. All children will need different types and levels of support so this will be based solely on your child’s needs. We will monitor how well the support we have put into place is helping your child and the progress they are making through regular observations, reviewing targets on IEPs and looking at how they are achieving on their developmental milestones. We have regular meetings with parents and any outside agencies involved to discuss the child’s progress and decide on their next steps together.
- How are parents involved in the setting/school/college? How can I be involved?
Our pre-school is governed by a committee of parent and carers, members of which are appointed on a yearly basis at the Annual General Meeting, which is open to all. We are always pleased to welcome new members to the committee to contribute to the running of the pre-school. We have an open door policy and parents are always welcome to come in and see first-hand the daily running of the pre-school and become involved in the children’s activities and play. There are many ways you can be involved such as contributing to your child’s learning journals and next steps, helping on trips and outings, helping during sessions and participating in fundraising and social events.