Who to contact
Where to go
Newtown Soberton Infant School
Church Road, Newtown
- PO17 6LJ
- Sensory adaptations, 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 09:00 15:00 Tuesday 09:00 15:00 Wednesday 09:00 15:00 Thursday 09:00 15:00 Friday 09:00 15:00
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 12/09/2019 Inspection (Early Years Register) Good
- 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?
We are an inclusive pre-school and celebrate diversity. We aim to make every child’s time with us a happy and fulfilling experience, where they develop at their own pace, with staff supporting them to make progress.
Every child has a dedicated key person who is responsible for making sure each child is happy and cared for with appropriate opportunities and support to learn. We follow the Early Years Foundation Stage (EYFS) which sets the standards for learning, development and care of children from birth to 5 years.
If a child is in need of extra help, parents, the key person and the SENCO where appropriate will work together to see how the child can be best supported. The SENCO is able to liaise closely with outside agencies and specialists such as the Services for Young Children Area Inclusion Co-ordinator service (Area Inco), Speech and Language Therapists (SALT) Portage, Occupational Therapists (OTs) or Educational Psychologists (EPs). This liaison helps us to establish the best way to support your child.
An individual plan would be devised by the Special Education Needs Co-ordinator (SENCO) in consultation with parents, the key person and any outside agencies involved. The key person would then work with them either 1:1 or in a small group to support this. Each member of staff works closely with their key children but also has an overview of all the children in the setting and how best to support them. We regularly discuss children’s progress next steps for development.
- How will the curriculum be matched to my child's/young person's needs?
At Earlybirds we understand that children learn best through play and exploration and that they need to have a wide range of opportunities and experiences to learn from. We follow the EYFS framework and provide many, varied opportunities and experiences, both outdoor and indoor, in which to explore, try and learn.
We understand that children develop at different rates, so a “one size fits all” approach does not work. Our curriculum is planned around each individual child. All staff are aware of each pupil’s next steps in key areas of learning and each key worker is responsible for planning for and developing these with their key children. Next steps are regularly reviewed and updated and the staff work closely with children to help them to move forward in their learning and development.
We are always keen to promote learning through a child’s interests and will often include their interests as the basis for learning activities. The majority of our observations and assessments of each child’s progress are measured by outcome as they play independently or with a small group of friends. Children with additional needs also have progress recorded on their individual plans and these are regularly shared and discussed with parents.
- 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 Earlybirds we pride ourselves on getting to know the children as individuals because of our small setting. Each session has a maximum of 16 children, so all staff know the children well and have an overview of their development and next steps.
We keep detailed records of children’s progress and development. The two year old progress check supports our initial assessments. Online Learning Journals enable us to record ongoing observations of each child over the term which are shared with parents. There are also opportunities for parents to add their own observations. Our milestone tracking sheets are a summative assessment, showing the progress made for every area from one milestone to the next. Areas where less progress has been made are easily identified and addressed.
Our regular reports to parents provide a useful summary of progress and attainment which are supported by parent consultations with the key worker. We also operate an open door policy, providing informal opportunities to chat with the child’s key person on a daily basis. Appointments can also be easily made with the key worker.
Where required, we give advice on how parents can help their child to achieve their next steps and activities to support this at home. The local children’s centre in Wickham offers training and guidance to parents which we signpost to parents as appropriate.
Newsletters informing you of learning that will be taking place are sent home regularly and this information can also be found on the website.
- What support will there be for my child's/young person's overall well being?
Every child’s overall well being and safety is at the very heart of what we do and a top priority at Earlybirds.
At Earlybirds we want learning to be fun and to take place in a nurturing and supportive environment. Teaching life skills is an important part of our work and we focus on developing children’s confidence, independence and self-esteem. Encouraging and teaching children to be independent in self care and feeding gives them a sense of confidence and pride in being able to look after themselves. We believe in setting boundaries for behaviour but also encourage positive behaviour through rewards and recognition when children achieve new things or simply have not given up trying something.
Children with dietary, allergy and medical needs are supported through clear policies and procedures. All staff are trained in first aid. All medication is stored in a secure place. A record book is kept of all medications held and the dosage required. The time of administration is recorded and signed.
The staff risk assess the pre-school on a daily basis to make sure the environment is safe both inside and outside for every child.
All staff and Committee members are DBS checked.
The pre school leader is the Designated Safeguarding Lead and all staff have been trained in Safeguarding. This is regularly updated.
The pre-school has key policies on behaviour, child protection and Special Educational Needs.
We have clear procedures for protecting photographic images of children.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Our setting has experienced staff and a dedicated SENCO who is able to work with parents and the child to access any additional support a child may need. The team will work closely with parents throughout the referral process.
There are many professional agencies accessible to the pre-school who work with staff and parents to support additional needs. Earlybirds works closely with the Area Special Educational Needs Co-ordinator, Portage and NHS Solent Child Services.
Hampshire Portage Service is primarily a home visiting service for families with children from birth to school age who have additional needs, significant development delays or challenging behaviour.
We are also supported by a team from Solent NHS Child Services who offer a range of services from Physiotherapy, Occupational Therapy and Speech and Language Therapy.
If we feel a child would benefit from further help from such professionals we would discuss this with parents and seek parental permission prior to making a referral.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The SENCO is an experienced pre school practitioner who has received SEN training and has attended a range of courses. She also regularly attends the S.E.N.C.O support meetings within the local area. All staff have had basic Makaton training and our weekly staff meeting allows staff to share ideas and experiences to support children in our care with special needs.
The pre-school leader and deputy are both qualified teachers, with a wide range of experience of SEN. The leader has also held the post of SENCO at previous school settings and is SENCo in her current school setting.
All EarlyBirds staff attend regular training courses and are committed to ongoing professional development.
We have experience of successfully supporting children with a wide range of needs.
- How will my child/young person be included in activities outside this classroom including school trips?
At Earlybirds, children can choose from a wide range of carefully designed activities and continuous provision. We are lucky to offer dedicated facilities both indoors and out. The Pre-school is linked to Newtown Soberton Infant School which gives access to a large adjoining playground area and a school hall. We are a fully inclusive pre-school and all children are included and encouraged to participate in group activities including Circle Time, cooking and outdoor games. Reasonable adjustments are made for any children with additional needs to ensure all children are able to participate.
All trips outside the school are age appropriate and risk assessed prior to the trip taking place. Our off site ratio is 1 adult to 2 children and volunteers and parents are asked to accompany children.
Prior to a visit or trip, we would discuss any additional needs with parents, including what might need to be put in place before the visit. This would be included in the risk assessment and discussed with any organisation we were visiting.
At EarlyBirds we try and organise 2-3 trips a year to places we think the children will enjoy but which will also have some educational value. These include trips to Hundred Acre Woods and places such as the zoo or the farm.
- How accessible is the setting/school/college environment?
The pre-school is situated on the same site as Newtown and Soberton Infant School. It has one playroom for up to 16 children at any one time, 2 toilets and 2 sinks at child height and an L shaped level outside area directly accessible from the classroom’s main entrance. Everywhere is on one level and the outside area is enclosed by a fence. The main gate is secure with locks out of the reach of the children. The outside area has a soft play surface and there are no steps or ramps that the children have to negotiate. The main entrance is wide enough for wheelchair access and although space is limited in the classroom, the staff would evaluate the space and make reasonable adjustments to the provision.
Where English is not the first language, we will work with parents and, with permission, in collaboration with other professionals, who would support this effectively.
- 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?
Even before a child joins EarlyBirds, we have already begun the process of getting to know both the child and the parents through home visits and collecting information via our “All About Me” booklet. The more we know about the child, the more we can make them feel at home in our environment. An important part of this, is allocating them a key person who will very quickly know their likes, behaviour patterns and how to make them feel part of the EarlyBirds family.
We have an excellent transition programme with our linked infant school, Newtown Soberton Infant School and the Pre School Leader is a qualified teacher who leads the EYFS across both school and pre school, ensuring continuity and consistency for children transferring into Reception classes. For children moving into their Reception year at school, we start work with them to support their next steps and readiness for school. This includes a bespoke Rising Fives Programme. We aim to ensure they are independent as possible with dressing and self care and actively working towards important milestones in each area of the EYFS curriculum, including writing and number. We work to make sure every child is developing in confidence and self-esteem, an equally important part of a smooth transition. Our Early Years Leader works across both settings to further support transition.
Regular visits to the new setting helps the children become familiar with their new environment. Additional visits and social stories can be put in place to support particular needs. There is close liaison between staff in both settings to ensure the school can effectively continue to support and develop each child.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The management committee allocate a budget each year to spend on resources. This allows us to identify resources which may link to a specific child’s interest and encourage learning as well as allowing us to purchase resources for children with specific needs.
We work with parents and experts in the field when deciding what special resources we can supply to best help your child in the pre-school.
To stimulate and encourage new experiences, we are creative and make our own resources. Sensory equipment such as “Touch and Feel” boxes, games and puzzles are regularly used and staff are constantly looking for new activities to support all children including those with additional needs. We also recognise the importance of communication and use a number of strategies such as Helicopter Stories and Makaton to support language and communication activities, including story telling.
To supplement our budget, we also organise fund raising events throughout the year, sometimes jointly with the infant school we are linked to, and the money raised goes towards any particular resources needed. The School has many friends and these, with the support of parents and the local community are fun and useful events.
- How is the decision made about what type and how much support my child/young person will receive?
Every child is considered on an individual basis as all children are unique. Close observation of pupils supports effective identification of their needs. All decisions we make are in total collaboration with parents and any outside professionals who may be supporting. The process we work to is explained and everything is documented and shared so everyone is aware what is happening.
The SENCO and the staff at the pre-school together with parents will observe and collect information about what a child can do and what he/she might find more difficult. Once the child’s needs are identified the SENCO and the staff will try different strategies and teaching approaches to meet those particular needs. If a child does not respond to these strategies, further advice may be sought and an individual education plan written. This is a working document where a child’s needs will be discussed with parents to ensure they understand and agree that the process will benefit the child. A child’s needs will be written down on the document with the agreed strategies to be used to meet those needs and the progress will be reviewed half termly. The staff will also monitor and record the progress weekly and keep you informed regularly.
At every and point, we welcome feedback and ideas from parents so that we can make sure everything possible is being done to ensure a child receives the best support possible to give the best outcomes.
- How are parents involved in the setting/school/college? How can I be involved?
Earlybirds believes in as much parental involvement as possible. Parents know their child better than anyone and regular communications with Staff on any changes at home or to the child, are important for us to know. All information is treated in the strictest of confidence and we enjoy getting to know the parents of the children in our care.
We encourage parents to become involved in the pre-school in a number of ways. Informally, staff are always available at the beginning and end of the day to talk and to tell parents how the day has gone. We invite all parents to join us at special events such as end of term parties, the Christmas Nativity and outings and hold regular themed “Stay and Play” sessions for families over the year. Parents are also invited to meet with their child’s key person at key milestones over the year to discuss their child’s progress and welfare over this time.
More formally, the setting is run by a voluntary management committee made up of mainly parents. The committee includes the Chair, Treasurer, Secretary and committee members who oversee the running of the pre-school. For parents who want to join the committee, this will give involvement in decision making, ensuring all the legal requirements are met and ways of helping the pre-school to move forward and continually strive for excellence. The committee also get involved with fund raising events.