Well qualified, experienced staff offer continuous provision in a free flow environment. We offer a choice of start and finish times throughout the day.
Who to contact
- 02380 864228
Where to go
Calmore Infant School
- SO40 2ZZ
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets
- 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
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 01/10/2018 Inspection (Early Years Register) Good
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 5 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
Weekday All Day
We are open to children with SEND attending Caterpillars providing we are able to meet the childs needs and have the resources, staff and facilities to do so.
- Contact Name
- Angela Pagett
- Contact Telephone
- 01252 844706
- Contact Email
- 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?
If you think your child has an additional need this can be discussed settling in sessions so we are able to give the support your child needs. If your child has no additional needs at the start of their journey with us we may find through observations, ABCC charts and behaviour charts that your child needs some extra support. We will discuss this with you and get support from outside agencies to help us and you at home, if needed.
- How will early years setting/school/college staff support my child/young person?
Each child is given a ‘key person’ who will try to build up a relationship with you and your child. Any concerns will be shared with our setting Special Educational Needs Coordinator, who will in turn observe the child alongside the key person, in order to build up a picture of any additional behavioural /developmental needs. She would then contact the relevant outside agencies, and support the key person to complete appropriate charts and paperwork.
- How will the curriculum be matched to my child's/young person's needs?
The observations made by the key person will show the levels of development already reached by each child. The key person will record what the ‘next steps’ should be with an IEP or behavioural plan. The key person will ensure that there are appropriate activities available to enable progress to be 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?
At the settling in sessions, parents are given an "All about me" form to complete. This will give us important information on each child’s likes/dislikes, and what they can already do. When your child has settled into pre-school we will complete our own 2 year check. We will look at the 3 prime areas of learning – Personal and Social development, Physical development, and Communication and Language, and consider if they are reaching the appropriate developmental milestones. We will share termly development reports with you and invite you to our termly parent meetings. Staff are always available to discuss any concerns either before or after a pre-school session.
We use My Montessori Child which is an online learning journal which shows your child's achievements and keeps parents involved with what their child is doing and what they are learning and how you can help us at home. You can always share achievements at home too.
- What support will there be for my child's/young person's overall well being?
The key person is responsible for ensuring that your child is safe and secure, both physically and emotionally throughout the transition from home to pre-school. We offer an inclusive service, and daily checks ensure the rooms and equipment are safe and appropriate. Behaviour plans are put into place as required, and we use time lines, sand timers, and visual warning cards to support these. We have ‘Golden Rules’ which we encourage the children to learn, to support their behaviour when in the setting. All our staff have been first aid trained, and some have epi-pen training. Any necessary medication is stored safely out of reach of children. Records are kept of medicines administered and have to be shared with parents and countersigned. All accidents are recorded and shared with parents. All staff are CRB/DBS checked, and most have attended Safeguarding training which is regularly updated. Ofsted and other appropriate agencies are informed about any serious injuries or accidents. We have many policies and procedures, which are regularly checked and updated, to ensure the best care of our children.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Our staff are qualified and experienced, to various levels. We all take the opportunity whenever possible to update our training. We have named staff members responsible for Behaviour Management, Senco, and Safeguarding. All attend regular update briefing sessions. We receive lots of support from our local Inclusion Co-ordinator, Speech Therapists and Portage.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Amongst the staff we have attended training in Autism, ADHD, mental health awareness and SAL to name a few. Courses are now available online for staff to update their training regularly and to keep up with changes in legislation.
- How will my child/young person be included in activities outside this classroom including school trips?
We have an annual summer trip where some parents are invited to attend with their children. We ensure that the places we visit are wheelchair/buggy friendly. We also organise various events throughout the year to which all our children and their families are welcomed.
- How accessible is the setting/school/college environment?
Our setting is wheelchair/buggy friendly with appropriate slopes to all entrances/exits. Our room is arranged to give free access for all children. We have an accessible toilet in the foyer. We take guidance from specialists when we need to use specialist equipment. For our children who have English as an additional language we take advice from Hampshire Ethnic Minority and Traveller Achievement Service, who can help us with translations, multi-cultural books/posters/activities as 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?
The parent and child are given a tour of pre-school on their initial visit. Parents are given ‘welcome’ pack giving them information about us. We can offer taster sessions for child if required. During the summer term before child starts school we have close links with Reception teachers from various schools. The teachers do come in and meet the children and chat about them with their key person. If a child needs extra support to access their local mainstream school an Inclusion Partnership Agreement could be set up in collaboration with the pre-school and school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children are entitled to 570 hours of funding support a year. We are registered to accept children who receive 3 and 4 yr old funding. Additional funding can sometimes be claimed for children with special educational needs. If available this funding can be used to supply specific resources, and/or additional adult support to enable them to make progress whilst in our setting.
- How is the decision made about what type and how much support my child/young person will receive?
If your child arrives at our setting already involved with a number of different agencies, a 'Team Around The Child' meeting could be arranged. Decisions would be made in agreement with all parties involved in the care of the child. If you have expressed concerns about your child but there is no diagnosis then we would invite you into the setting to discuss with you ways to support your child. Observations and ABCC charts are completed and shared regularly, and the amount of support given is tailored to your child’s needs. The setting Senco and the key person will devise a Personal Plan/Behaviour Plan, these will be reviewed regularly. Monitoring of progress is carried out regularly to ensure progress in all areas of the curriculum.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are invited to attend several events throughout the year such as dads to preschool and mums to preschool.
Parents are also invited in to share their hobbies, read stories, help with walks and or take part in activities.