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Kings Road Pre School

Pre-School Playgroup

Coronavirus status: OPEN

Who to contact

07961 012384

Where to go

United Reformed Church
Kings Road
SO53 2EY

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 15:00
Tuesday 09:00 13:00
Wednesday 09:00 15:00
Thursday 09:00 15:00
Friday 09:00 12:00

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
25/03/2019Inspection (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
5 Days or More Per Week
School Term Only
Weekday All Day

Local Offer

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

* All staff support the children within our setting, additional support will be offered by the SENCo if needed, they will then liaise with you and any outside agencies if involved e.g.( speech therapy). * The Key person will monitor your child’s progress, Individual education plans (IEPs) or behaviour plans are drawn up by holding a meeting with all parties involved, including input from you as parent/carers . * Your Childs Key Person will work with your child and implement the next steps, to enhance their development., with support from all staff. * All our staff are always available to explain your Childs educational plan and any queries you may have. * Our setting has additional support from Services for Young Children Area Inclusion Team. * Our settings SENCo attends regular support meetings and updates all staff on any changes to local/government changes. * We have good links to local support such as portage and advisory teaches, which we would use if needed. * Each child has a learning journal, this uses photographic and written observations including work from your child to build a picture of how they are developing. The key person uses this to help them develop your Childs next steps. * Parents have their own page in this journal to add any additional information to help this development.

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

The curriculum that we follow is a government led document called `the foundation stage curriculum’. This covers your Childs development from birth upwards. The planning for each session is `child led’ so that the curriculum is built around the Children’s interests; with guidance from all staff to help develop their next steps. The environment allows your child to explore and investigate, in safe and stimulating surrounding, allowing the adults to support one to one or in groups as needed. One-to-one support is provided if your child requires adult input to ensure they achieve to their full potential and remain safe within our setting.

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 meet termly with each parent during our key person week, in addition to this all parents are welcome and encouraged to speak to the manager or key person about any information you wish to share or concerns you would like to discuss at any time. * All staff have weekly meetings as well as discussions after each session to discuss any development of individual children attending that day. * All parents that have additional carer and may not attend drop off and pick up times have a home school book to write any information in and we will telephone a parent at a later time that day if needed to discuss their child. Additionally these link books are used between shared settings. *We have information within the learning journal that helps to plot the Childs development; this will be shared with parents and explained how this helps us to develop each Childs learning. * We will discuss at each parent meeting how you can help at to develop a certain area at home. * A book bag is given to each child when they start and they can select from our book library to take and share different types of books with you at home. * Parents are encouraged to come and play for a day on our parent rota; this is a good opportunity to see your child in our setting environment.

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

* All staff are CRB checked, with safeguarding training and our policies include child protection, anti bullying and special educational needs. * Staff and parents are not allowed use photographic devices or mobile phones within the setting. * No student or parent/carer may accompany children other than their own to the toilet. * All disclosure made by a child are treated in line with our child protection guidelines as per our policy. * An accessibility toilet with nappy changing facilities is available. * All staff are responsible for ensuring your child is safe and secure; both * Emotionally and physically, this is achieved by helping to build strong bonds between families and staff. * We maintain an inclusive setting, the room and play area are checked before each session for safety. * The children are taught and can discuss with us our settings boundaries and rules of safety and kindness to others; this is achieved at a group registration time first thing in the morning and during smaller circle and group time throughout the session. * A visual time line is on our self registration board to allow children to see how our daily routine is followed. * All staff are trained in first aid and Epipen administration. * All medication is stored in a securley. * A record book is kept of all medications held and dosage, time of administration is recorded and signed by you and 2 staff members. * Allergy and dietary information is posted near the snack bar with a photograph of the specific child to inform all staff.

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

* The members of staff all have a wealth of experience and have undergone training * Up to a minimum level 3 Early Years Child Care and Education. * The SENCo is supported by other staff members with senco training and the manager has Macaton training. * Makaton (a signing method of communication, supported by spoken language,) * We Have access to additional support from speech and language, behaviour management and Portage the pre-school liaises with the Area Inclusion Team, Speech and Language Therapists, Specialist Advisory Teachers, Portage and Educational Psychologists in order to support our children.

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

* Staff members are continually training within the setting ranging from level 3 with staff working towards a foundation degree and level 6. * Training is undertaken to equip staff with the necessary knowledge to enhance all children’s learning. * Staff have attended an introduction to Makaton, 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. * All staff have been trained to conduct language groups within the setting. * Courses on behaviour management and Thomas training have been accessed. * All staff will work closely with you and outside agencies to learn specific skills to support children with additional needs.

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

>* All outings undertaken by the pre-school are within our local area, including weekly visits to our main feeder school. * We may use parents for some activities under taken. * All areas visited are wheelchair/buggy accessible. * Ratios are adhered to dependent on individual Childs requirements. * The pre-school has a Christmas party to which all children are invited; dietary * Information is held and implemented as needed.

How accessible is the setting/school/college environment?

* The building is wheelchair, buggy accessible * There is an accessibility toilet with nappy changing facilities. * Guidance from specialists would need to be sought if specialist equipment is required as the pre-school is in a church hall that is also used by others. * The sessions operate with 26 children and 5 staff, unless ratios need to change due to more 2yr olds in session. * The rainbow room is used for lunch clubs and small group work/language groups. * English as a second language is enhanced by books, posters and culturally appropriate items whenever possible, parents of these children are encouraged to share cultural differences within our setting. * Emtas (ethnic minorities and travellers achievement service) are used for any additional information or resources we may require.

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 run a weekly stay and play group to help all new children and their families to become familiar with staff and setting. * Before your child starts at pre-school, you are asked about your child’s interests and achievements this is on our` all about me’ form which is kept in their learning journal. * If required for your child we will ensure that all appropriate equipment and care is in place to make entry into our setting as smooth as possible via, taster sessions and weekly visits to our feeder school. * Teachers from the receiving schools visit the pre-school to read stories and meet the children. * Review meetings will be held regularly during your child’s time at our pre-school, with the Key Person, SENCo, yourselves and all other professionals involved in your child’s care. * If required, for children requiring extra support to access their local mainstream school, an Inclusion Partnership Agreement (IPA) is set up in collaboration with the pre-school, the feeder school and you to ensure the transition is as smooth as possible.

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 up to 570 hours per funded year of free early years education the term following their third birthday. * The pre-school includes children who are in receipt of 2 year old funding. * If your child has special educational needs it is possible for our setting to apply for additional funding and support.

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

* If your child has already had a diagnosis then a meeting will be held before he or she starts at the pre-school. Decisions are made through consultation with all parties involved with the child’s care; this includes you, specialists, as well as the pre-school’s SENCo and key staff. * If your child has no diagnosis but you have expressed concerns or the Key Person has identified a problem at the 2 year check (which is carried out during the child’s first term) then a meeting will be held with you to explore ways of supporting your child. * Observations are carried out and shared with you each term. * The amount of support is dependent upon your child’s needs and is decided through consultation between the manager and the SENCo who will then write up an Individual Education Plan (IEP) in collaboration with you and the Key Person. This is reviewed each term to assess the impact of the support given, and adjust where needed.

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

* Our setting is privately run and we actively encourage our parent/carers to come and take part in a session. * All parent/carers are encouraged to pass on any information through the parent page in their Childs learning journal or direct to a member of staff. * We have regular newsletters and an information white board to share any information. * A parent information book with comments page is available daily. * A stay and play group is held weekly.

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