Longparish Little School
Who to contact
Where to go
- SP11 6PB
- 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
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:30 15:15 Tuesday 08:30 15:15 Wednesday 08:30 15:15 Thursday 08:30 15:15 Friday 08:30 15:15
Visit & Outings
Messy Play Area
- Offers pickups
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 16/03/2017 Inspection (Early Years Register) Good
- Has Provision
- Has Provision
- Experience with
Global Developmental Delay
Social development impairment
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Severe dietary needs
- Caters for children with special needs. See Website
- Has Provision
- Experience with
- Has Provision
- Experience with
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Costs age 0 - under 3: 6.5 per hour. Age group - Costs age 3 - 5: 6.3 per hour
- 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
We support children from 2 years 6 months to school age 4.
- Contact Name
- Claire Nash/Kristy Lambert
- Contact Telephone
- Contact Email
- Makaton, Sign supported English
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
At Little School we ensure we build a bond with all our key children, by getting to know them and observing them. We will be able to see if your child needs some extra help. We have staff meetings every 2 weeks and discuss if we have any concerns with a child. We will talk to the parents to see if they have any concerns with their child. We will set up a meeting with parents to discuss any concerns and how we can help and move them forward, it is important to have a good relationship with the parents to help then child.
- How will early years setting/school/college staff support my child/young person?
All of our children have a member of staff as a key person assigned to them. They will (in conjunction with our special needs coordinator if appropriate) design an individual education plan appropriate to the child’s needs. This can be shared and communicated to all agencies that are involved with the care of the child. We continually assess and adapt to ensure we continue to meet the needs. This may involve adapting activities to endeavour to meet the needs of the child in question.
- How will the curriculum be matched to my child's/young person's needs?
We will collect evidence on what each child can do, their interests and any specific needs. We do this by playing and observing the child as well as communicating with the family and any other professionals involved in the care and education of the child. We will then create an individual education plan which is a working document used in real time to help your child’s development and contains strategies of how to support the child’s needs. Its format allows the curriculum to be broken down into more achievable sizeable chunks which can help in the achievement of goals and make progress more visible and we can ensure the child is making progress. We work with each individual children and their family to support them in achieving what they can achieve. We also appreciate that the child may need extra support during certain Little School activities and we will work hard to ensure this support is in place.
- 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?
Our observational activities with your child are centred on monitoring progress. We can record this in a number of ways. Your child will have a Famly account which records their activities as well as their personal and educational development, with a minimum of one observation a week. In addition the individual education plan is continually reviewed and updated. Referrals can be made to other professionals or to the local children’s centre. We can also seek advice from the hub. A speech and language report can also be generated if this is an area of need. The individual plan is reviewed with parents every four weeks and an assessment from Famly will be sent home twice a year, with next steps on how we can move your child forward. Our approach is ‘open door’ and if there are any points a parent wishes to discuss out of these times then we are more than happy to meet with them. We always try to give parents ideas to try things at home-these can be shared on an individual one to one basis or via our home link document, emails and activities on Famly.
- What support will there be for my child's/young person's overall well being?
We have indoor and outdoor space and encourage free flow between all areas. We promote good hygiene practices for all our children and staff. We offer a healthy snacks and milk and water and all staff have the Food Hygiene level 2 certificate. We have a nominated Health & Safety officer who reviews the medication book and any health information on children to ensure all the children’s health needs are being met. We hold the following policies which directly relate to this section: Health & Safety; Food Hygiene; Administering Medicines; Managing Children with Allergies; Managing Children who are sick; Food & Drink. We also have policies in place to support children with special education needs, behaviour and Inclusion. Our registration forms ask for any details of special needs, disabilities, health issues and these will be discussed with your key person at taster sessions before you child starts the Playgroup. Our SENCO will be informed and will liaise with any other professionals already involved in the care and education of the child. The SENCO can also support the family in strategies to support the child or refer them to the appropriate agencies.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The SENCO runs a speech and language group and can work with individual children using information and guidance from the child’s speech and language therapist. She can also work with children who may need help in socialising with others, who have behavioural needs or have any special need that may require 1:1 or small group support. She will liaise with other professionals if needed. We use Makaton daily within Little School in routine activities such as snack and singing songs we also learn new signs in relation to things we are investigating such as animals and transport. Staff work with children who may need support with their behaviour. We use timers to support turn taking and have reward charts to promote positive behaviour. We have a visual time table and we can also develop ‘choosing boards’ and ‘now and next’ cards for individual children. Within Little School we have worked and supported children with cerebral palsy., developmental delays, speech delays, behavioural issues, visual impairment and a child with a cochlear implant.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The Little School Manager has Level 4 in Child Care, the SENCO/Deputy has a BA HONS in Childhood Studies and has level 5 in Childhood studies and level 3 in speech and language. The two Little School Key person have Level 3 training and our apprentice is undertaking level 3 . Both the Little Schools SENCO and back up SENCO have completed the SENCO training, they have also completed a Thomas course (working with Autistic children) and Attachment training. The SENCO has also completed a variety of training so she can help support children with speech and language delays. These members of staff are also Makaton trained and we use Makaton daily within the setting. The SENCO has also undertaken training in working with children with visual difficulties and has a diploma in child psychology. The Supervisor has completed training on how portage can be used to break down tasks into small manageable steps (POPEYE) Four of the staff have completed the training Positive Approaches to Challenging behaviour. We ensure that the training content is shared with the wider staff team following a training session.
- How will my child/young person be included in activities outside this classroom including school trips?
We communicate all our outside activities and trips to parents by email and on Famly. All the trips and activities we do are risk assessed to make sure they are suitable for the children. If we have a child with special needs we would ensure that particular relevance was made to them and try where we could do adapt the activity/trip to enable them to fully participate. The mini bus we use to transport the children on trips can take wheelchairs. It is the Little School committee’s intention that all activities are open to all children therefore Little School covers the costs to ensure the financial needs of all parents/guardians are met so no child is excluded.
- How accessible is the setting/school/college environment?
The building is a purpose built building for Little School and was built in 2005 in line with the disability act. Our playgroup’s inside and outside areas are on one level. Doors are wide enough to take wheelchairs. We don’t have disabled toilets, within Little School but there is access to one in the adjoining community hall. The door frames are a different colour from the walls in order to assist people with visual issues. We have a hearing loop facility within the office. Within the continuous provision we have resources that can meet different abilities of the children. We will liaise with EMTAS in order to support families where English is a second language in order to value any other languages spoken. We will have books and signs in this language. We have supported parents who have needed some help with reading by verbally talking through newsletters and helping with filling out forms. Our setting will try to work with families to identify and address needs in collaboration with other services if necessary.
- 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 offer taster sessions in which parents/carers can meet their key person and talk over any specific needs the child may have as well sharing the child’s interests and support needed in the home environment. We offer home visits to our new starters and will work with the family to agree a settling in process. All children are sent a booklet about at Little School that you can share with them before they start. You are also offered the opportunity to have a “buddy” family so you can get to know Little School from a parent point of view as well as giving you and your child a familiar face. To support transition to school we invite the reception teachers to visit the child at Little School so they can see their playgroup setting and talk with the child’s key person. We share all the children’s reports and records with the school. If the child has a special educational need or a disability we will take place in a transition meeting with the school and any other professionals involved in the care and education of the child. These meetings will ensure the school or new setting has all the information they need to support the child. We have organised and chaired these meetings. We support the child and the parent/carer through both of these transition periods.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Our settings resources are available to all children all the time and we operate a free flow system. If we have a child with special needs then we can look where appropriate at adapting these areas to better suit their need. Our funding is via Hampshire County Council. In addition we have an active fundraising team within our committee who work to raise additional funds to support our setting, children activities and trips etc. The decision on how this extra fundraised money is spent is decided in conjunction with the staff by our Committee who meet every 6 weeks. The Committee and staff also ask the parents for ideas and feedback on this. We will work with any professionals and families to aim to have the resources and equipment needed to support the child.
- How is the decision made about what type and how much support my child/young person will receive?
The individual education plan should serve as the document to guide and monitor the support and development of the child. This plan is designed, implemented and actioned with the parents and contribution of the child (if appropriate and possible). It is a working document with shared ownership. We will work with other professionals if needed.
- How are parents involved in the setting/school/college? How can I be involved?
We welcome parents, grandparents, relatives and the wider community to come and play, read stories, share experiences with the children. Parents can be ‘as involved’ as they want to be. We have a parent coordinator who manages this. We have an active fundraising team which organise events throughout the year which parents are encouraged to attend. Our Committee is also made up of parents and all parents are invited to our AGM each year and are invited to volunteer and join the committee. We also have a parent Facebook page in which you can see what your child has been doing at Little School as well as adding comments on ideas of things we can do. We have Famly were parents can comment and put on their own fun activities they have done with their child.