The Barn Pre-School
Who to contact
Where to go
The Barn Pre-School
- PO7 7LZ
- Accessible changing, Secure environment, Wheelchair access, Low stimulus
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 04/12/2018 Inspection (Early Years Register) Good
- Age Ranges
- 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
Within the setting there is a member of staff who is trained as SENCO. (Special Educational Needs Co-ordinator). Parents are made aware of the identity of the SENCO at their admission meeting. The role of the SENCO includes monitoring the needs and progress of children who have special educational needs. The SENCO within our setting is further supported by the Area Inclusion Co-ordinator, whom will assist the setting further with a child’s individual needs, so other agencies can be involved if indicated. For example: Speech & Language Therapy. The settings SENCO attends regular SENCO support group meetings to enable them to network with other agencies and also to ensure their training and knowledge is of a high standard. Our key person system ensures that each adult is especially responsible for a small group of children so each child receives plenty of adult time and attention. The key person is also able to liaise with the settings SENCO on a regular basis
- How will the curriculum be matched to my child's/young person's needs?
Through observation, each child’s individual needs can be met and if further intervention is required an Individual Education Plan (IEP) will be put into place once a discussion has been held with the child’s parent and a plan agreed. These plans are monitored and reviewed on a regular basis. Also a child’s individual needs are met through our planning and tracking processes within the setting, all relevant observations are recorded in each child’s Record of Achievement file.
- 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?
Through regular contact with parents/carers the progress of their child is discussed. This happens through holding regular meetings with the child’s key person, via homelink diaries being completed on a daily basis, and parents having access to their child’s record of achievement file. Other ways parents are supported with their child’s learning is through regular newsletters, stay and play sessions and our open door policy. By monitoring and observing each child’s development, targets can be adapted to maintain and challenge a child’s development progress.
- What support will there be for my child's/young person's overall well being?
All the staff within the setting are fully competent and trained in first aid procedures, children with special needs, chronic illnesses or an ongoing health problem where there may be an extensive list of health information. This will be carefully recorded & fully understood by all concerned. If further training is required to a specific child’s needs illness then this will arranged within the setting. ie via a community nurse/ Occupational therapist etc. If a child is receiving prescribed medication we will administer and record time(s) given and this action is always witnessed by a second staff member. Medication is stored safely and appropriately within the setting (Detailed in our administering medication policy). We aim to keep all children safe whilst they are in our care and this is and this is supported by continually risk assessing our setting by both staff members and the children. (Health & Safety Policy) We aim to work towards a situation where children can develop self-discipline and self-esteem in an atmosphere of encouragement and mutual respect. (As detailed in our Behaviour Management Policy) All policies and procedures are available upon request.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have a range of specialist services and expertise available to our setting which can be accessed if appropriate. These include: Area Inco, Speech and Language therapist, community speech and language therapy, Special Teacher Advisor for Physical disabilities, Paediatricians, Educational Psychologist, Physiotherapist/Occupational therapists, Community Nurses, Health Visitors, Local children’s centre (Mill Hill Childrens Centre Waterlooville), General practitioners and Children Services.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The setting will undertake specialist training if appropriate to a child’s individual needs, in addition to mandatory first aid training. All staff have received and use Makaton within play. All staff receiving further training within the area of Behaviour Management. Staff are trained to manual handle children with limited mobility.
- How will my child/young person be included in activities outside this classroom including school trips?
>We aim all children to be able to participate in the activities and curriculum offered by the setting. We achieve this by creating an action plan to ensure each individual child can participate successfully. All activities are risk assessed accordingly per child/per activity/per outing. Liaison with parents is paramount and will also assist us to carry out appropriate plans.
- How accessible is the setting/school/college environment?
Access to the front and internally to the premises are wheelchair accessible. The building offers a small toilet area. The setting displays visual labels on all equipment to assist children, we also display and use makaton signage throughout the setting. We provide information in clear concise language whether in spoken or written form. We will endeavour to provide information in languages other than English when required.
- 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?
Children and Parents are encouraged to visit the setting as often as they would like prior to a child’s agreed start date. At one of these visits the parent and child will be introduced to their specific key person, this key person will support your child throughout their time at the setting. Children are prepared well for transition to Year R or change of pre-school. We have good links with all schools that the children may attend. Relevant information regarding each child’s individual development and any special requirements relating to the child will be shared with schools. This is achieved through meetings with relevant parties and liaison transition forms.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Funding and appropriate resources depending upon a child’s individual needs, after assessment is available. Resources will then be made available specific to the child’s needs using their allocated funding, depending on if an extra staff member is needed or specific equipment.
- How is the decision made about what type and how much support my child/young person will receive?
Through observation a decision can be made as to what support should be put in place and if appropriate an Individual Education Plan can be developed, monitored and regularly reviewed. We will liaise with the Area Inco and any other relevant agencies to provide further support and advice. As an Early Years setting we can judge whether the support provided has been affective by our observation and tracking systems that are in place.
- How are parents involved in the setting/school/college? How can I be involved?
The aim of the setting is to involve all parents/carers in their child’s education. This is achieved by ensuring all parents/carers are informed regularly of their child’s progress and will be involved in the sharing of information relating to their child’s development. Through home-learning ideas from the setting to the parents and parents to the setting, contributes to the child’s learning and development. So as a setting we believe in strong parent partnership. We encourage parents/carers to participate in our parental activities, such as stay & play sessions, storytime sessions, letters and sounds sessions and assisting setting on outings.