Who to contact
Where to go
The Hall Way
- SO22 6QL
- Accessible changing, Accessible toilets, Disabled parking
- 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 08:30 12:15 Wednesday 08:30 15:00 Thursday 08:30 15:00 Friday 08:30 12:15
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 16/05/2018 Inspection (Early Years Register) Good
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
School Term Only
- How will early years setting/school/college staff support my child/young person?
Our Keyperson approach allows planning around children’s individual needs, ways of learning and interests. We respect the views and wishes of parent and child. Home-school books personalised with photos of family and Keyperson aid communication. They contain forms for parental completion focusing on strengths and skills acquired. Home-school books are continued beyond three years in cases of SEN or behavioural concerns, and adapted eg. to include photos and large print sentences to aid communication between Key Person, parent and child with profound speech problems about their daily activities. The Keyperson tracks a child’s RDS highlighting future goals. A brief summary of children’s next steps is available so all staff can aid your child’s learning. The child’s red book shows their unique learning journey and instils pride in achievement. In cases of need referrals are subject to parental consent and only made after a collation of observations and full discussion with staff and parents. The SENCO liaises with outside agencies involved with your child to draw up an individual education plan (IEP), in conjunction with you and their key person. All staff can support your child. The SENCO supports staff and is supported by the area INCO. Our SENCO is familiar with the code of practice and regularly attends support meetings. She can call for specialist help and support i.e. a specialist teacher for the deaf. Parental feedback: “They liaised with me and external child support team to gain advise and therapist sessions to encourage and help my child”.
- How will the curriculum be matched to my child's/young person's needs?
No child is labelled. All are individuals and are therefore valued and supported. As such the curriculum at Littleton Pre-school is child led, built around interests; their needs and schema, using the EYFS as a directional guide to physical, social and cognitive development. All staff work towards a child’s goals but especially their Keyperson. This allows for safe experimentation and exploratory play to extend experience and increase learning. If necessary one-on-one support is provided by the key person to achieve this. The SENCO and BECO oversee Keypersons with those needing extra support. Help is given in drawing up of IEPs alongside the parent, in line with portage thinking. IEP’s have small easily achievable steps and are regularly updated (approximately 6-8 weeks), allowing for success and joint support of learning at home and pre-school. The IEPs are shared and signed by parents and where necessary, draw on reports from outside agencies working with the children, further coordinating learning. Within setting there are musical cues for transitions between activities. An individual timeline can be provided to enable the child to be involved in their own choices. If necessary a specialist is employed to give advice, strategies and support. We have high aspirations of all children, aiming to improve outcomes and confidence of all. Parental feedback-” the Key worker understood the character of my child and adapted learning to suit her”
- 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?
At Littleton we acknowledge that parents are the primary educator, therefore we wish them to be fully involved in their child’s development. All two year olds and those with extra needs have a home-school book between Keyperson and parent, which is filled in daily. Additional books aiding communication or photo books aiding autistic children can be employed. All the above aid open communication. Parents are normally updated verbally at the end of the session daily and parental input at the beginning of the sessions is appreciated by Key workers. Termly formal parents talks re progress, shown in the learning journals, take place. The Keyperson and SENCO are always available for discussion every session. There is developmental information on boards, flyers and a termly newsletter (both a hard copy and online). We hold ‘stay and play’; and ‘dad’s week’ termly, which gives a real insight into your child’s day with us. In case of special needs, we will discuss a new IEP every 4-6 weeks so that learning steps and achievements are coordinated and complimentary with home learning. It is also a forum for raising any concerns. Outside agencies working with your child can attend setting to observe or work with your child. Our SENCO will attend any meetings with outside agencies re your child. An RDS summary is shared termly, subject to parental consent, with all agencies working with your child, so enhancing coordination of your child’s learning plan. Parental feedback-“ The setting is amazing at communication”
- What support will there be for my child's/young person's overall well being?
All Littleton’s staff are DBS enhanced checked. Our entrance is locked or manned and daily safety checks are completed. All practitioners undertake regular safeguarding training and we follow extensive safeguarding and welfare policies, including SEND and inclusion. Any disclosures are treated strictly according to policy. Your child’s personal care is carried out by their Keyperson where possible. This is important for bonding and privacy . Nappy changing is private and recorded. A Disabled toilet promotes independence. Our mobile phone policy ensures child safety and photo taking requires prior consent. Children know the blast of the whistle means stop, stand and listen; and we hold regular fire drills; the SENCO being responsible for with special needs children. Pre-recorded Prescription medicines may be administered. These are double checked and kept securely out of reach of children. Our highlighted allergy list is checked and signed pre snack. Within setting we have visual signs re the walk rule; timelines and photos of play choices; sand timers to facilitate turn taking; and aural cues promoting quiet listening and transitions. Play is free choice with only short times of group sitting, which your child is invited to join in. ABC charts are used for monitoring behaviour, analysed to find a trigger or cause. Reward charts may be used for your child. Children’s emotions are respected and valued. Emotion games; puzzles and mirror work are used and happy/sad indicators and “what happened?” visual cards employed where language is limited. Within setting we have secure communication friendly spaces
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have no specialist services on site but employ outside agencies into setting where necessary to provide specialist equipment or support and strategies for improving learning. Our SENCO has both SENCO and Portage training. She attends termly SENCO network support meetings to keep updates with legislations, ideas and resources available. Our SENCO also runs a small language group to support children with speech and language; behaviour; turn taking and confidence issues within the security of restricted numbers. Our SENCO has experience of working with children with cochlear implants and working with speech and learning problems relating to hearing. She has completed the “chit chat” communication and hearing impairment course and Letters and sound training. She also has experience of children with physical disabilities and balance problems. Three members of staff have basic Makaton training to increase inclusion and communication. A further member of staff also has training in behaviour; and another has also received SENCO training. Two members of staff have experience of key working with children on the autistic spectrum.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
* All members of staff are level 3 NVQ or equivalent qualified in early years childcare and education. Our Deputy Manager is qualified to level 4 and currently studying for a degree in Early Years education. * Along with our dedicated SENCO the Supervisor has also received SENCO training. * Two members of Staff hold Safe Guarding Level 3 and a further member will update to Level 4 by Spring 2015. * We have a trained dedicated person for health and safety . * All practitioners are paediatric first aid trained, one of those is qualified to SRN level and has been Epipen trained. * Three Staff hold Food Safety Level 2. * Our SENCO and one other member of Staff have done behaviour training. * Any necessary training to address children’s individual needs will be met by us.
- How will my child/young person be included in activities outside this classroom including school trips?
>Parents are informed of all trips in advance by both flyers and online information. Parents are always invited to join trips but if this is not possible the child may attend it with their Keyperson, subject to parental consent. A risk assessment is carried out and where necessary parental input is asked for. During the summer term we offer a totally outdoor session one afternoon per week for those children starting school in the September. Detailed risk assessments are carried out prior to these sessions taking place and they are made accessible for all, with one-to-one adult support provided if necessary. The committee organises various activities throughout the year such as sports day, BBQs, Christmas parties etc. These are accessible to all including siblings and extended family. The site used is totally wheelchair accessible.
- How accessible is the setting/school/college environment?
Our pre-school is within a modern building with good natural lighting. It has flat access to all areas. There is a disabled toilet and nappy changing facilities. Within the main hall: learning areas are clearly defined with pathways between. Hand and feet markers can be used to emphasise boundaries. The outside play area also has flat access with only a slight incline to the grass area. Our garden area is fully enclosed; has raised beds for wheelchair access; and a sensory herb area. We have toileting aids and steps for the use of everyone. Where necessary specialist equipment or seating is accessed through the local OT department. Activities include resources and physical activities of graded difficulty. Makaton signs and timelines are used throughout our setting and transition times are indicated musically. The hall has good acoustics. One member of staff speaks French, one Urdu. We use EMTAS for providing extra cultural resources for those with English as a second language to augment the permanent multi-language signs, or resources such as disability figures and cultural puppets already available.
- 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 invite all new children to play within setting before entry to aid settling. Parents and child are also invited to attend any Pre–school activities prior to entry. On entry their Keyperson spends time settling the child with Parents and gathering information so provision can be tailored to their interests and needs. This aids bonding with the Keyperson. We suggest that all Parents stay for two sessions then together make a settlement plan. In the case of special needs the SENCO will offer a home visit and attend any multi-agency meetings and shared settings pre entry. To support a smooth transition and fully meet your child’s needs. If a child changes setting a summary of their RDS plus all relevant checks are shared with the new Key Person. To prepare for transition to Primary school Children have visits supported by their Key Person to their school and the child’s teacher visits us to see the child in a familiar setting. We have a “going to school” loan bag. For those needing extra support the SENCO/ Keyperson will have a transition meeting with the feeder School to set up an inclusion partnership agreement ( IPA ). If necessary an application for statutory assessment can be made by our SENCO.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All Children receive 15 hrs per week free early years education from either 1st of April, September or January following their third Birthday. We also have places to include Children with Two year old funding accessible for families of low income or for children with a statement of SEN or children receiving disability allowance- visit http://www.hants.gov.uk/eye Additional SEN funding may be claimed to enable your child to be fully included and achieve their full potential. This can be allocated for specialist equipment to facilitate independence, resources to aid development, visual support such as time lines and photo books. or “one on one” adult help during session. Funding application is discussed and decided upon through multi agency meetings, team around the child (TAC), which our SENCO would attend.
- How is the decision made about what type and how much support my child/young person will receive?
A Child’s Key worker observes development in all areas of the EYFS and also behaviour. Two year old checks help to flag up needs early but all children with concerns whatever the nature are closely monitored. All support is dependent on an individual child’s needs. If your Child’s needs are already known, ie SEN diagnosed, then a TAC meeting pre-entry to Pre – school is held with parents and carers, multi-agencies, our SENCO and your Child’s Keyperson. This enables collaborative decisions to be made about support to target specific areas of need. The IEP’s we draw up gives small achievable steps in the area of need and involve collaboration with the Parents. These give a clear record of progress and the effectiveness of support. They can also feed as evidence into a funding application. Any child with speech and language concerns is monitored through our small language group run by our SENCO. Parental feedback-” (need) is discussed as a recommendation initially. If in agreement they contact external professionals to ensure the NHS are also working to bring out the best in your child”
- How are parents involved in the setting/school/college? How can I be involved?
Parents are recognised as the Child’s primary educator. No one knows their Child better; hence our Keypersons form strong bonds with their families working closely together for the benefit of the Child. We always value parental input. Parental feedback comes to us through the record of development summary and next steps we discussed termly, holiday activities shared via the red books and regularly collation of their child’s interest and ways of learning which aid planning. Termly we hold a Parents week when they are encouraged to talk to their Keyperson and stay and play with their child, and also a specific Dad’s week. We have an annual anonymous questionnaire for feedback and evaluation on our provision. At other times feedback can be placed in the Comments & Suggestions book in the hall. Our Pre-school is a charity run by a Parent lead committee who also raise funds. Members are nominated at the yearly open AGM and new members will always be warmly received. Parents are encouraged to come into setting to talk about their jobs or share interests, skills and music with the Children. There is a voluntary rota for washing up. Parental feedback-“ Parents can be as involved as much or as little as you can or wish”