Yellow Dot Kindergarten
Yellow Dot Kindergarten provides an educationally stimulating environment where children are valued as individuals and encouraged to develop their potential. At yellow dot kindergarten the whole child is considered to be important. We offer a balanced programme of activities desinged to be stimulating and educational whilst being fun.
Who to contact
Where to go
- SO53 1TL
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- 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 13/10/2015 Inspection (Early Years Register) Outstanding
- Age Ranges
- 2, 3, 4, 5, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
- How will early years setting/school/college staff support my child/young person?
The Key Person will work closely with the Kindergarten Manager and Kindergarten INCO to observe, assess and record any development your child makes alongside the Early Years Foundation Stage. Daily observations of your child will be made of their wow moments and development progress. From these observations activities will be planned to support your child’s Individual Education Plan (IEP) and to move your child forward in their progress. Our Individual Needs Co-Ordinator (INCO) will oversee all support and monitor the progress of any child who requires additional support. The INCO can also gain support from our group Quality Manager. The Hampshire area INCO (Individual Needs Co-Ordinator) is an external support who we can ask for support and ideas and who will coordinate support from external agencies. To assess each child’s learning and development we produce daily observations through written assessments, photographs and professional judgement. These are made by your child’s key person. These are then reflected in activities to support the progression of next steps that are planned using your child’s own interests and you are encouraged to be involved with this process.
- How will the curriculum be matched to my child's/young person's needs?
Every child is unique and we take into consideration your child’s progress to plan and support your child at their own pace. We use the Early Years Foundation Stage (EYFS) Curriculum as a guide for your child’s development. Activities are pitched at an appropriate level so that all children are able to develop and access activities according to their specific needs. The setting’s inclusion co-ordinator helps to plan in extra support where needed. They will be able to provide each child’s key person with support and activities for your child to learn within an area of need. Progress will be evidenced in your child’s learning journal and Individual Education Plans (IEP) or Individual behavioural plans (IBPS’) will be written to support learning in the nursery and in the home. For each child we celebrate what they can do, their wow moments of achievements and next steps achieved and enjoy sharing in their personal achievements at home and in the nursery. We use the children’s interests and next steps as a starting point alongside introducing new activities and experiences for the children to experience. We regularly review our environment to ensure that it is meeting the children’s needs and providing challenges, including rotating resources and equipment. Alongside regularly reviewing IEPs (Individual Education Plans) and IBPs (Individual Behavioural Plans), on a termly basis we review a child’s progress through the key person using the EYFS (Early Years Foundation Stage) to reflect on the progress each child has made.
- 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?
Every child is unique and we take into consideration your child’s progress to plan and support your child at their own pace. We use the Early Years Foundation Stage (EYFS) Curriculum as a guide for your child’s development. Activities are pitched at an appropriate level so that all children are able to develop and access activities according to their specific needs. The setting’s SENCo helps to plan in extra support where needed. They will be able to provide each child’s Key Person with support and activities for your child to learn within an area of need. Progress will be evidenced in your child’s Learning Journal and Targeted Plans or Individual behavioural plans (IBPS’) will be written to support learning in the nursery and in the home. For each child we celebrate what they can do, their wow moments of achievements and next steps achieved and enjoy sharing in their personal achievements at home and in the Kindergarten. We use the children’s interests and next steps as a starting point alongside introducing new activities and experiences for the children. We regularly review our environment to ensure that it is meeting the children’s needs and providing challenges, including rotating resources and equipment. Alongside regularly reviewing Targeted Plans and Individual Behavioural Plans, on a termly basis we review a child’s progress through the Key Person using the EYFS (Early Years Foundation Stage) to reflect on the progress each child has made.
- What support will there be for my child's/young person's overall well being?
Yellow Dot offer an open door policy and you are welcome any time to make an appointment to meet with the Key Person, Deputy Manager, Manager or SENCo and discuss how your child is getting on. We believe that your child’s education should be a partnership between you and us. Regular daily conversations will provide opportunities for you to discuss progress. You can also find out information through Baseline Assessments when you child joins us, Parent Information Evenings where you are invited in to gain knowledge about the Early Years Foundation Stage (EYFS), two Parents Consolations a year for you to discuss how your child is progressing along with a Two Year Progress Check and through the children’s work within their own learning journal. If your child is on the SEND register they will have a Targeted Plan which will have individual targets. This is discussed on a termly basis and you will be given a copy of the plan. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled). If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEND, which means that a formal meeting will take place to discuss your child’s progress and a report will be written. We feel very strongly that if we had any concerns we would never wait for any of these reviews and support you with any concerns immediately.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Within our setting we are proud of the expertise of our practitioners. We are continually supporting our team in their professional development in order to improve the outcomes for your child. The key people and Manager are all First Aid trained and have attended advanced safeguarding training. The Nursery SENCo has attended courses such as SENCo Induction Training and attends termly SENCo network meetings and Cluster Meetings which contain important changes, legislation or new ideas and resources to support children with SEN. We have links with a variety or different specialist services including Area INCO’s, local Children’s Centres, Early Years Advisory Team, Speech and Language Therapists, Speech and Language Therapy assistants and Portage. 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 needs 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?
As part of our setting induction all team undertake training in Safeguarding, Manual Handling and Health and Safety which includes slips, trips and falls. Each member of our team are qualified in First Aid, Food Hygiene and have attended Advance Safeguarding Training. Our team have regular reviews which includes identifying training needs and areas for development within our provision. Our Kindergarten SENCo has completed the SENCo induction training and attends regular Support Meetings and Cluster Meeting to continually reflect on changes in practice. In the setting we also have team who have received the following training: -Basic Makaton Introduction -Behaviour Management
- How will my child/young person be included in activities outside this classroom including school trips?
>We have our own outside area which we use on a daily basis for the children; all of our activities are adapted to ensure all of the children will be able to access them based on age or developmental stage. When going out of the setting we plan and assess each trip individually. A risk assessment is carried out prior to any trips to ensure everyone’s health and safety will not be compromised through assessing the destination, reviewing the ratios, preparing the equipment needed, planning the route and the mode of transport. We lower the ratio on trips and this is based on individual children’s needs and the destination to ensure they have enough support to take part in the outing. We also have specific trip equipment such as high vis jackets for children to wear, walking rings, Yellow Dot vans and trip bags with medications and First Aid equipment to ensure that we can meet the needs of the children to take part in the trip. We have our own outside area which we use on a daily basis for the children; all of our activities are adapted to ensure all of the children will be able to access them based on age or developmental stage.
- How accessible is the setting/school/college environment?
The Kindergarten can hold 26 children per session and is open from 8.10- 5.30pm Monday to Friday. The Kindergarten Room is open planned and has wheelchair access at the front of the building also out to the outdoor courtyard and outdoor green on the other side of the building. We make sure we have lots of visual clues, pictures and words around the building. We have a separate adult toilet which is accessible and two children’s toilets which are accessible. We have books to support this and the children are able to listen to stories in different languages. We celebrate children’s cultures by offering food tasting in their cultures and their peers. Within the setting we have made visual cards, a visual timetable, the children have access to easy grip scissors, tripod pencil. We are able to change the environment to support each child’s individual needs. We support all children to learn and develop and enjoy the routines within the kindergarten. We would welcome you to contact us to arrange a show around to find out more about us and to see if the space will support your child’s 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?
A smooth transition is important, this may occur when you are joining us or moving on from us to join school. Each transition is recognised and supported through preparation. When a space is confirmed we would plan settling in visits. It is important for your child to experience the environment and for you to share key information with the team in the setting. We would encourage you to provide us with key information regarding routines, likes and dislikes, care needs and medical conditions. When a child is transitioning to school we would contact the school to make links, prepare the children through the activities and write a Transition Report. We encourage all children to visit their school before starting, we try to work closely with the school and invite them to come in to see the children in the Kindergarten setting as well as visiting the children at home with their parents. For children with SEND (Special Educational Needs and Disability) we would work with the school to plan a transition which meets your child’s needs; we would also arrange either a IPA (Individual Partnership Agreement) or a Transition meeting to get all of the professionals working together with your child together to ensure that support is put into place before they start school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Within the setting we have one room for children aged 2 years 9 months to 5 years. The room is set up with the correct resources for the children’s age and stage of development. If a child needed additional resources we would ensure these resources were in the room for them to access freely this can be sharing between areas within the setting, working with our other Yellow Dot sites or applying for funding for specific resources. Equipment and facilities to support children and young people with SEND (Special Educational Needs and Disabilities) will be secured by observations, record keeping and referrals to outside agencies who if appropriate will put targets and funding in place. This helps and informs us to put together, Targeted Plans and set small achievable targets to help and support the child and the family. We ensure that all children’s individual needs are met to the best of our ability with the funds available.
- How is the decision made about what type and how much support my child/young person will receive?
All children will need different types and levels of support throughout their time with us. All children have trial sessions which can allow for previous support to be shared. If your child is joining us with a known special educational need or disability our welcome process for all children is an important time to share the level of support you child has already been receiving and to share any previous involvement with external agencies so that we can plan the support from the start. All children have a Key Person and throughout your child’s time with us your child’s Key Person will observe and make a decision on whether your child will benefit from targeted specific additional support. The Key Person will discuss this with the Kindergarten SENCo and Manager. We regularly monitor how well the support we have put into place is supporting your child and the progress they are making through regular observations, reviewing targets on Targeted Plans and looking at how they are achieving against their developmental milestones. We have regular meetings with parents to discuss their progress. We may reduce additional support if we feel that they have made significant progress and are no longer in need of the support. We have daily opportunities to speak to your child’s key person to discuss progress made. There is also the opportunity to have a termly Parent Consultation to provide an opportunity for you or your child’s Key Person to discuss support in more depth.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents to be as involved in the Kindergarten setting as they can be. Primarily we encourage all families to keep us updated on a daily basis when dropping off and collecting your child through talking to your child’s Key Person and Kindergarten Manager about changes in daily routines and next steps which have been developing. There are lots of ways you can be involved further such as contributing to your child’s Learning Journal and celebrating milestones with your child’s Key Person. You can arrange to come in to help with specific activities including people who help us week, celebrating festivals and attending stay and plays. We hold lots of special occasions and evenings that parents are encouraged to attend such as Mother’s and Father Day Events, Cream Teas, Sports Days, Christmas Nativity’s and we hold regular EYFS (Early Years Foundation Stage) Parent Information Evenings based on what parents feel they would like to learn more about. We formally survey all parents every 6 months to find out their views on all aspects of the Kindergarten. We are always striving to work in partnership with our parents and it is something we are continuously trying to develop and encourage.