Lymington Little Dolphins Pre-School
The pre - school is based on school grounds making the transition to school smoother. We are able to use some of the schools facilities, e.g. music room, playground, climbing area, playing field and wildlife area.
Who to contact
- 07943 039493
Where to go
Community Room, c/o Lymington Infants School
- SO41 9GP
- Accessible changing, Secure environment, Wheelchair access, 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 15:00 Tuesday 08:30 15:00 Wednesday 08:30 15:00 Thursday 08:30 15:00 Friday 08:30 15:00
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 25/01/2016 Inspection (Early Years Register) Outstanding
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 5.25 per hour
- Age Ranges
- 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
- How will early years setting/school/college staff support my child/young person?
All children have a keyperson at pre-school, who works closely with the child and family, planning for individual needs and interests. The keyperson takes into account what you tell us about your child and also what they observe. We carry out observations of your child which is linked to age/stage guidance from the Early Years Foundation Stage. Your child is assessed across all areas of learning and development using recommended software every term giving us an accurate picture of where your child is in each area. The keyperson shares this information with you and works with you to set appropriate ‘next steps’ to move your child forward. There are 2 Special Educational Needs Co-ordinators (SENCo) or the Early Language Lead Practitioner (ELLP) within the setting. They attend regular meetings and training to ensure they are up to date with guidance. We can obtain specialist equipment/resources to cater for individual needs as identified. When the ‘next steps’ are reviewed, if the keyperson or you feel that there are still concerns, the SENCo or the ELLP works with you and the keyperson to make an individual plan to support your child. We work closely with outside agencies, such as Area Inclusion Co-ordinators, Speech and Language Therapists, Health Visitors and Portage. We will always get your permission before we do this. We can provide home/pre-school books if you would like feedback on a daily basis and someone else drops off/collects your child.
- How will the curriculum be matched to my child's/young person's needs?
Staff have a regular meeting to plan for the next half term. Each half term has a topic which reflects the children’s interests, staff observations on children and activities that motivate learning and development. A weekly session plan is made which includes an appropriate balance of adult-led and child-initiated activities. Your keyperson will ask for relevant and age/stage appropriate activities to be included, accounting for when your child attends. All staff use ‘next steps’ and a summary of each child’s assessment, so they know how to intervene sensitively and appropriately. Staff are able to adapt resources/activities to individual needs using visual prompts, 1:1 adult support, verbal methods and Makaton signs. We produce activity sheets that incorporate the information about the activity, how it supports development and age/stage guidance so that students/volunteers can be involved. Your child’s keyperson will talk to you about activities that you and your child do at home so that they can support their current interests for learning. Your keyperson collects observations about what your child does in the setting. The keyperson also can work with you and 2 Special Educational Needs Co-ordinators or Early Language Lead Practitioner to develop an Individual Plan for your child, if this is the best strategy. If outside agencies are involved, we listen to their advice and include their recommendations within our planning process.
- 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 encourage parents to talk to their keyperson at the beginning or end of their day. If a parent is unable to, or would prefer privacy regarding a concern, then we can arrange a meeting to discuss this. It usually involves the child’s keyperson but could also include the Manager / Special Educational Needs Co-Ordinators (SENCo) / Early Language Lead Practitioner (ELLP). This meeting talks through where their child is developmentally and what we can do together to help support any concerns. A Personal Support Plan can be set up or strategies can be discussed and put in place. Appropriate information, about children’s age/stage development are discussed. This information is also available to all parents if requested. Regular observations and photographs of each child’s development are recorded. Your child is assessed across all areas of learning and development every half term, so that we have an accurate picture of where your child is. Using the children’s individual interests and ‘achievement stars’ from home, help us develop the child’s ‘next steps’ and supports planning for your child. Information is given out at the new starters parents evening, providing insight into the Early Years Foundation Stage framework (EYFS). If the setting or parent wants, we can supply a home/setting book, allowing us to inform each other of how the child is progressing, what activities the child likes to do, both at home and at the setting. These books are used for parents that cannot take or pickup their child from the setting.
- What support will there be for my child's/young person's overall well being?
We maintain a high staff to child ratio of 1:4; if your child needs 1:1 support we apply for funding. Our premises are secure with external gates; locked during school hours. We know who has permission to collect your child and operate a password system for emergencies. We carry out daily risk assessments. We write/review our policies/procedures annually, reflecting current guidelines. These are uploaded onto our website and we have paper copies available. We obtain parental consent to administer medicines and specialist medical training for individual children if necessary. We regularly assess all children fully and we carry out Progress Checks for 2 Year Olds; helping us identify any concerns. We promote healthy eating and operate high standards of food hygiene; including allergy awareness. We are a nut free zone. We have an accident book which we complete for children who need first aid, which is then signed by the parent. We review these regularly. We use visual prompts to help with emotions, daily routines, toys and to pre-warn children of changes/visitors etc. If your child has an Individual Care Plan, we follow the recommendations within it. We can apply for funding for equipment/resources or specialist training as needed. We follow national guidelines regarding restrictive physical intervention of children. All staff, students and volunteers know about confidentiality of information that we receive. We store and share documents according to the Information Sharing Protocol. We offer story, circle and small group opportunities where children can be involved with songs, stories etc.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have 2 practitioners who specialise in supporting children with speech, language and communication difficulties. We have been involved with the Keep on Talking Project (2013-2014) and staff have received training on how to support children in the setting and at home. We have 2 Special Educational Needs Co-ordinators (SENCo’S) supporting the children with SEND, other staff and parents. Both SENCo’s are well qualified. One is also the Early Language Lead Practitioner. The SENCO’s attend termly meetings/training sessions that ensure that their knowledge and skills are current, including training on the SEND Code of Practice. We have a Level 6 qualified Early Years Professional, who is an Early Years teacher who oversees planning and implementing the curriculum. She oversees the regular assessing of children, linking it to age/stage guidance. Our manager is a Nursery Nurse Level 4 qualified practitioner who has responsibility for Health and Safety. She is the named person responsible for Safeguarding children and young adults with the setting, and leadership and management training. All our other staff are level 3 ‘Early Years Childcare and Development’ qualified and attend regular training. We have a minimum of 3 qualified Paediatric First Aiders each session. The setting has a works with outside agencies, supporting us in the setting and at home, if required. We have Speech and Language Therapists who come in to support individual children. We link up with Area Inclusion Co-ordinators, Portage workers, All Seasons Children Centre, Social Services, Paediatricians/medical staff (as appropriate) and also Reception Teachers.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have received training opportunities to support children with SEND. All staff regularly assess their key children. This is compared to age/stage guidance and any areas of concern can be identified. Staff receive ongoing training and support to carry this out from the Early Years Professional. The setting has participated in the Keep On Talking project. We have an Early Language Lead Practitioner (ELLP) who co-ordinates language-based concerns. This has involved whole staff training as part of the project. All staff are confident to assess children regarding their speech, language and communication, using the recommended tool. Our ELLP has attended Advanced Interaction and Communication and Emotional Literacy training. We have 2 Special Educational needs Co-ordinators (SENCos) in the setting. One of our SENCOs has completed SEN Induction, Index for Inclusion, Enabling Environments. Both SENCos attend regular SENCo support meetings. All staff have received training in Makaton signing, which is regularly used in the setting. The Early Years Professional (EYP) has attended Positive Approaches to Challenging Behaviour and has trained the other staff members to update their skills and knowledge (July ’14). The EYP has attended a course on Supporting Children with English as an Additional Language and updated practice. The Manager and EYP have attended Level 4 Safeguarding training and has run an in-house training session for all staff to update them on this important issue. In addition, the Manager attends termly Safeguarding Support Meetings. All our training courses are co-ordinated by Hampshire County Council.
- How will my child/young person be included in activities outside this classroom including school trips?
>We endeavour to include all children in activities inside and outside of the setting. There are areas that wheelchairs and buggies have access to. Any outings arranged outside of the setting will require parental permission and at times, parental support to enable us to ensure the safety of all children. We always carry out risk assessments prior to the outing which can cater for general and specific individual needs. We have a visual timetable on display in the setting, as this can help children settle into a routine and help cope with any changes before they occur. Funding can be applied for through pre-school if this is considered necessary for equipment, 1:1 support etc. and we will always follow advice we are given from you, or outside agencies. We also have a very active committee who fundraise for outings and visits, as part of the wider curriculum and who aim to involve as many families as possible in this.
- How accessible is the setting/school/college environment?
We have wheelchair and buggy access to most areas within the room and patio. We are a single storey building/ grounds. We also have access to a flat garden area and playground facilities which are accessible by wheelchair or buggy. Some of the fixed play equipment can be adapted for use, depending upon the individual need. We aim to have a variety of activities on offer, so that all children can be involved inside and outside. Access to nappy changing facilities is restricted to 2 small toilets within the pre-school room. If there is any need for more room or more ‘personal care’, we have an agreement with the Infants School to use their disabled access facilities which is on site, but not in the room. We have wheelchair and buggy access to most areas within the room and patio. We are a single storey building/ grounds. We also have access to a flat garden area and playground facilities which are accessible by wheelchair or buggy. Some of the fixed play equipment can be adapted for use, depending upon the individual need. We aim to have a variety of activities on offer, so that all children can be involved inside and outside. Access to nappy changing facilities is restricted to 2 small toilets within the pre-school room. If there is any need for more room or more ‘personal care’, we have an agreement with the Infants School to use their disabled access facilities which is on site, but not in the room. We use lots of visual signs/photos within the room to support children, such as photos on drawers, visual timetable, choice boards and a choosing book. Staff are trained in Makaton, which is used daily when communication through spoken words/song and rhymes. We support children with English as an additional language by getting advice from Ethnic Minorities and Travellers Achievement Service, who can help with translations and suitable activities/resources to support home language and culture. Any specialist equipment that your child may need would need to be considered on an individual basis, considering room layout and size etc. – we would always do our best to cater for each individual child.
- 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 want all children to settle and be happy here. We ensure that any appropriate equipment/resources or ‘special care’ needed is in place to ensure a smooth transition. We obtain specialist training (if necessary) from the relevant agencies so that all staff and your keyperson know how to support and care for your child. This may include medicine administration, use of equipment etc. Settling-in visits are arranged, allowing you to meet your keyperson. It is an opportunity to share relevant information, needs and interests, existing allergies, medical conditions etc. Some children benefit from several of visits and your keyperson will advise. We can always visit your child at your home, should this be beneficial. When your child starts, we support them; discussing a settling-in plan if necessary. Once settled, we welcome parents to come in to see what their child is doing. We share information with other settings that your child attends. We will always ask your permission to do this. Before going to school, we make ‘transition books’ for children who are unsure of this change and advise parents on supporting their child. Teachers from the school come into visit and talk to them and keyperson. We do a final assessment summary of children in the final half-term at pre-school. This is passed onto the new school. If your child has relevant information from other agencies e.g. speech and language we will ask permission from you and the agency before passing this information onto school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All 3 and 4 year old children are entitled to 15 hours of Grant Funding per week, across 38 weeks of the year. Children will receive this funded provision from the term after their third birthday. The pre-school is an approved setting to accept children who are in receipt of 2 year old funding. This is available to families according to current criteria which change annually. Additional funding can be claimed for children with additional needs. The funding is allocated to enable the child to achieve their full potential within the setting. The funding can be used for 1:1 support, specialist equipment/resources, appropriate toys to support development or to access specialist training for staff (medical or skills/knowledge based). This is decided upon through consultation with all who are involved with the child. We are receiving information and training on the new Early Years Pupil Premium; available to 3 and 4 year olds according to certain criteria.
- How is the decision made about what type and how much support my child/young person will receive?
Your keyperson carries out observations on your child (this is for all children). This may raise some concerns about an area of learning/development. The keyperson will link the observations to age/stage guidance provided by the Early Years Foundation Stage (EYFS) and come up with some ‘next steps’ for your child, to assist development. Your keyperson will discuss these with you and suggest some ideas at home. These are reviewed half-termly. If the keyperson or the parent felt that there was still a concern, the keyperson would talk to a Special Educational Needs Co-ordinator (SENCo). Parents can attend this meeting or receive feedback from the keyperson. The SENCo will develop strategies for development and may create a Personal Support Plan (PSP) to support your child. This is a shared process with parents to ensure it is appropriate to the individual child. Half termly, the keyperson assesses all their key children, including language and communication, using recommended age/stage guidance. This allows the keyperson to see how effective the child’s plan has been and alter it accordingly. If the keyperson, or SENCo’s, or the parent still felt concerned, we can obtain your permission and get advice from our Area Inclusion Co-ordinator, or refer your child to an appropriate outside agency for support e.g. Speech and language Therapy. We always ask for your views and permission to proceed at any stage so that it is a joint process to provide the best results for your child.
- How are parents involved in the setting/school/college? How can I be involved?
The setting is committee run, which is made up of parent volunteers. There are different roles within the committee which have different involvement levels, giving the opportunity for all parents to be involved. The committee has a half-termly meeting, where they discuss the day-to-day running of the setting and arrange fundraising events to help provide resources for the setting. If you are not able to be on the committee, you are still able to help out at fundraising events for example; baking a cake, helping on the day etc. Every half-term a parent rota is available to encourage parents to come and help at the setting. This gives an opportunity for the parents to see the daily routines of the setting and how the children interact and play with their peers, practitioners and the environment. Parents are encouraged to help / accompany the group on trips or visits; for example; visiting the fire station, library or the annual summer trip. An anonymous questionnaire is sent out to parents, to help gather opinions of the setting to help us to continue the setting’s professional development. Parents are encouraged to write ‘achievement stars’ or ‘Wow moments’, which helps us to plan for the child’s interest which leads into the planning process. Twice yearly, we ask parents to update us on their child’s needs and interests at home, using a short form. This helps us plan more effectively and sensitively for each child.