Who to contact
- 07944 220280
- 325 Pre-School
To find out more about our setting, and to arrange a viewing, call 07944220280 or email email@example.com, or send us a message through our Facebook page, @325Preschool.
Where to go
Burghclere Down Community Centre
- SP10 3RZ
- Sensory adaptations, Accessible changing, Physical adaptations, Secure environment, Wheelchair access, Low stimulus, Soft play, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 11/10/2021 Re-inspection (Early Years Register) Good
- Has Provision
- Experience with
Social development impairment
- Caters for children with special needs.
- 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
- PECS, Makaton
- 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?
Our staff are all trained to identify signs of SEND within young children, and our SENCO will talk to parents and make referrals to outside professionals when we have concerns about a child. These referrals may include:
- Childrens' Services
- Inclusion Team
- Speech and Language Therapy
- Educational Psychologist
- How will early years setting/school/college staff support my child/young person?
Our Sencos will plan and oversee all support needed for any child needing extra support in our setting. Your child’s Key Worker and Sencos will work with your child to support your child’s progress. Parents will be involved throughout. The extra support will usually be done through weekly language groups and small group work. The small group work lasts about 10 mins. The Sencos take the group and plan each session. We liaise closely with outside agencies to ensure that we are all working together to achieve the same targets. We have regular meetings with parents and carers to discuss their progress and the next steps to take. These are usually held every 6 weeks, but we are always available to discuss any concerns. We take great pride in our setting in our openness with parents and we are always available to speak to. We will always support your child and you when required. Having two Sencos we feel that we talk together and discuss any strategies that will support your child and all information is shared with parents/carers and comments taken on board. The Sencos discuss any additional resources needed.
- How will the curriculum be matched to my child's/young person's needs?
We observe and record how various activities are used. The Manager and Deputy plan for activities to ensure all the needs of the children are met. For all areas we ensure that the interests of the children are met, to suit the ages and stages of the child. All areas ensure that every child is included and able to learn at their own pace.
- 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 are very keen to support parents with their child’s needs and how they are developing their skills. The door is always open at the beginning and end of each session, and we welcome support or practical advice. Every child has a Learning Journal in which we include observations, individual’s work and photographs. We relate the observation sheets to the milestones of Early Learning Goals and the Next Steps. The Learning Journals are shown to the parents at the termly parent’s meetings. They are then given to the parents upon leaving our setting as a record of your child’s development. If your child has additional needs we use an IEP (Individual Education Plan), which shows what targets have been set, and comments on the weekly session, sharing ideas and resources used. They are shown to the parents at the parent’s meeting. The Learning Journals are available at any time for parents to look at and discuss with the Key Worker or Sencos. The Records of Achievement are regularly reviewed by parents and given to the appropriate school upon leaving the Pre-School.
- What support will there be for my child's/young person's overall well being?
We welcome and celebrate each child’s diversity and uniqueness. Our team of practitioners are all qualified and are very caring, confident and listen to all concerns. The Manager and Deputy have overall responsibility for pastoral, medical or social care of every child in the setting. The Manager and Deputy take responsibility for administering all medication and each member of staff is trained in Paediatric First Aid. The Pre-School has a Policy for administering medicine, which can be found in our Policy Folder. All prescribed medicines given at Pre-School need to be accompanied by a permission slip. Any injuries that have occurred outside Pre-School are written up in the Existing Injuries File which is located on the desk during each session. All staff are trained in Safe Guarding and our appointed Lead Practitioner in Safe Guarding attends regular training and shares the information with all staff at staff meetings. Our Senco/Behaviour Co-ordinator work closely with the second Senco and parents to support any behavioural needs of a child. We plan for this at staff meetings/parent meetings. All staff have attended a Positive Approach to Behaviour Course. We take account of ages and stages in our planning and take on board children’s opinions and likes, parental suggestions, Key Worker, Sencos and BECo and other outside agencies input where appropriate.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We communicate with various different specialist services. We currently work with Area Inclusion, Portage, Portage Plus and Speech & Language Therapists.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have 2 Sencos who have both completed their Senco Induction Training. We have a designated Behaviour Co-ordinator. All staff have attended the Positive Approach to Behaviour training. The majority of staff have completed the Makaton Course and we are looking to train the remainder of the staff on this as soon as it becomes available. Both the Manager and Deputy have completed Bereavement Training.
- How will my child/young person be included in activities outside this classroom including school trips?
All our activities are adapted to ensure all of the children will be able to access them in their own right. When going out on trips our ratios are lowered to ensure that we have enough staff to adequately supervise and support all the children on the outings safely. Our Manager and Deputy carry out a risk assessment for both staff and children to ensure everyone’s Health & Safety will not be compromised. If we found that in the unlikely event it would be unsafe for a child, we would ask the parent/carer to join us. All medicines and first aid kit are available throughout the activity.
- How accessible is the setting/school/college environment?
The Pre-School is situated in Burghclere Down’s modern, spacious and secure Community Centre which benefits from disabled toilet facilities, which include alarm, support rails and low basins. We have plenty of space for indoor activities and also benefit from an enclosed outdoor area. We also have facilities for nappy changing. We have large double doors to enter the main hall and large double doors to access the garden. The grass and concrete are on a flat surface surrounded by a fence with a gate to the rear of the garden for emergency exits. Other than physical restrictions constrained by the building, we are very open to suggestions to adapt to suit any child’s needs or parent’s needs if possible.
- 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?
All children visit their chosen school and attend special days at their new school, ie book reading days, visit for Christmas Nativity etc. We work closely with our feeder school and the teacher or head of early years visits the Pre-School to meet the children and the staff and chat about any individual needs. For children with SEND we would encourage the staff of the school to come and ensure the transition goes as smooth as possible. We would encourage the parent/carer to be invited too. We are keen to make transitions to all schools and welcome reception teachers to visit us. We speak to the new school/setting to give them as much information about your child as possible as well as sending a transition form and all of their developmental paperwork. If your child has SEND we may arrange an IPA, or Transition meeting to get all of the professionals working with your child together to ensure the school or new setting knows how best to support them and what they may need to put into place before they start with them.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The Pre-School is arranged over one large area. The room is divided into different areas, ie Role Play, Quiet Area, Malleable, Mathematics etc. We have a separate room where the small group work is done. The Pre-School has various activities and resources available which are used, including music, turn taking, listening, games, books etc. We have a motivator box for supporting a child with SEND, which through observing and getting to know your child, we fill with resources to support their individual progress and needs.
- How is the decision made about what type and how much support my child/young person will receive?
Your child’s Key Worker, Senco, Area Inco, outside agency and yourselves will discuss what support would be appropriate for your child’s needs. All children are individuals with different needs, at different levels of support. Through observations, reviewing IEPs, talking to outside agencies, talking to parents/carers, we look at your child’s achievements and progress and discuss new strategies and the progress that has been made.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage parents/carers to be involved at the Pre-School in many ways, such as contributing to their child’s Learning Journals, WOW moments, Developmental Forms, Termly Meetings. We encourage parents to join the Committee and share any ideas they may have. We have special events such as Christmas Nativity, Fete, Carnival, Sports Day, Easter Visitors, Show & Tell, Mobile Farm Visits. When your child is due to leave Pre-School and move onto Reception Year, we ask you to complete a Questionnaire giving honest feedback on the day to day running of the Pre-School etc. We are always striving to work in partnership and it is something we are continuously trying to develop and encourage.