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Family Information and Services Hub

Gateway Brockhurst

Pre-School Playgroup

Coronavirus status: OPEN

Who to contact

02392 602609

Where to go

Brockhurst Baptist Church
Netherton Road
PO12 4PH
Accessible changing, Secure environment, Wheelchair access, Soft play, Accessible toilets, Disabled parking

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:30
Tuesday 08:30 15:30
Wednesday 08:30 15:30
Thursday 08:30 15:30
Friday 08:30 15:30
Car Parking
Messy Play Area
Outdoor Play

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
13/03/2020Inspection (Early Years Register)Good

Inclusion Information

Special Needs

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

Cultural Provisions

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

Local Offer

Local Offer
PECS, Makaton
How will early years setting/school/college staff support my child/young person?

Gateway staff have the skills and understanding to support all the children in their care. The setting INCo and BeCo receive additional specific training and ensure they are kept up to date on any changes. They liaise with the parents regularly to ensure the appropriate level of support is maintained and will contact outside agencies if they need any additional support. We also work with the parents to draw up Individual Education Plans (IEPs) or Behaviour Plans which are unique to the children’s individual needs . The setting INCo may also be able to apply for funding to assist in supporting your child’s needs

How will the curriculum be matched to my child's/young person's needs?

Gateway appreciates that your child is a unique person and so allows them to explore and investigate in a safe environment with adult support. The IEPs and Behaviour Plans are shared with all the people involved with the child and inform them on how they can support the child with their Physical, Social and Cognitive development. Staff carry out regular observations and record any developmental changes and inform your child’s key carer. These are put into your child’s Learning Journey and shared with you at parents’ evenings and are readily available through our Parent Zone facility. Sessions are “child led” and are designed around the children’s interests, with guidance and input from your child’s key carer. If it is discovered that additional support is required to ensure the well being of your child or other children in our care, the option of having “one to one” adult support will be discussed with you.

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 carry out regular observations and planning and discuss the child’s next steps with our parents/carers. We share “WOW” moments and have an open door policy for any discussions or concerns. We hold parents evenings regularly where the manager, Inco and key carer all attend. We also hold coffee mornings especially during the children’s transition to school.

What support will there be for my child's/young person's overall well being?

We discuss the settling in process with our parents prior to the child starting at the setting. We offer home visits prior to admission and throughout the settling in period we have regular meetings with parents to discuss how your child is settling and developing and ways in which we can support your child.

What specialist services and expertise are available at or accessed by the setting/school/college?

Every permanent staff member holds a Level 3 or above qualification in child care and have a wealth of experience. An apprentice who spends time at this pre-school and another Gateway setting is currently studying for their Level 3 qualification in child care. The setting employs 2 Inclusion Co-ordinators (INCOs) who have undertaken SENCO induction training and 2 Behaviour Co-ordinators (BECOs) who have undertaken behaviour training. The INCOs attend termly SENCO network meetings covering important changes, legislation, and ideas for activities/resources to support children with SEND; these are run by the Area Inclusion Co-ordinator (Area INCO), our BECO’s can also attend these meetings. The INCOs/BECOs also hold meetings with other INCOs/BECOs employed at the other Gateway settings to discuss SEN issues and share expertise. We liaise with lots of different specialist services for children who currently attend our setting, some of these are Speech and Language (SALT), Area INCO and Portage (support children with behaviour issues). If we do not currently have links with a service your child needs to access we would develop the necessary links to ensure your child receives as much support as possible. We liaise with lots of different specialist services for children who currently attend our setting, some of these are Speech and Language (SALT), Area INCO and Portage (support children with behaviour issues). If we do not currently have links with a service your child needs to access we would develop the necessary links to ensure your child receives as much support as possible.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

As well as SENCO Induction training both INCOs have undertaken THOMAS training, which supports children on the Autistic spectrum, PECS, Portage and Critical Incident and Bereavement training. Most staff members have basic MAKATON training, a system to support children with limited or no speech. The setting uses MAKATON at snack time, through songs and rhymes and displays a sign of the week for parents to see. Staff members are trained in Paediatric First Aid, Health & Safety and Safeguarding. All are undertaking speech and language training, which is ongoing. Two members of staff have attended EMTAS (Ethnic Minorities and Traveller’s Achievement Service) Awareness training; four members of staff are Epipen trained. The manager and one INCo both hold a Foundation degree in Early Years Care & Education and one of the INCOs is currently studying for the same degree. raining is also undertaken to equip staff with the necessary knowledge and skills as the need arises.

How will my child/young person be included in activities outside this classroom including school trips?

>We endeavour to have an annual activity with various activities for all children to access. Staff adapt activities to cater for all our children’s individual needs. We seek parental involvement on what activities we provide for the children and if the activity took us outside of the setting parents and carers would be invited to join us.

How accessible is the setting/school/college environment?

The pre-school is wheelchair/buggy accessible. The Caterpillar room caters for 2 and 3 year olds: the Butterfly room caters for older 3 and 4 year olds. There is an accessibility toilet. There are a number of drop off and pick up times to suit individual needs. Each member of staff supports their key group and there are pictures, visual timelines and dual language signs displayed in both rooms to help children whose first language is not English. There is a maximum of 16 children in the Caterpillar area which is made up of a room with ramp access to the garden, a carpeted room and off this room is a smaller room for snack and lunch and where a quiet area is situated. There is a maximum of 32 children in the Butterfly area which consists of one large room with access out to the Butterfly garden. The setting works to a ratio of 1 adult to 4 children for 2 year olds and 1 adult to 8 children for 3 year olds and over. The Caterpillar garden is tarmacked with raised flower beds. The Butterfly garden has a patterned soft tarmac area, a sand play area and a climbing wall. There is a raised area at one end of the garden which is not wheelchair accessible. Both areas have a wide range of resources for the children to access. The pre-school is very open to adapting our environment to suit any and all children’s needs where 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?

In the summer term staff members attend transition meetings to share information with the local schools. Teachers come into the setting and talk to the child’s key carer and look at the children’s Record of Development Summary and to have a look at their learning journeys. There is open communication between our staff and children about starting school and we theme our role play area to suit the transition.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

All children receive up to 570 hours per funded year of free early year’s education the term following their third birthday. The pre-school also includes children who are in receipt of 2 year old funding. Special Education Needs (SEN) funding is allocated to your child where appropriate; this could be one to one support, specialist equipment or resources. The pre-school has resources to support all areas of development supported by the Early Years Foundation Stage (EYFS). We ensure that the needs of all children with SEND are met to the best of our ability with the funds available.

How is the decision made about what type and how much support my child/young person will receive?

Your child’s key carer will carry out regular observations which could indicate your child will benefit from additional support. Evidence is gathered from written observations, behaviour records (ABCC’s), 2yr progress checks, keep on talking forms (KOTS) and our online tracking system (IConnect) to ensure your child is meeting their developmental milestones and whether additional support is needed. A meeting will be arranged with you, your child’s key carer & INCO/BECO to explore ways of supporting your child. If your child already has a diagnosis prior to starting pre-school then a meeting will be held with you, your child’s key carer, INCO/BECO, Area INCO, the manager and any other agencies to discuss what support would be appropriate for your child’s needs. The INCO/BECO draws up an Individual Education Plan (IEP) in collaboration with you and the key carer, this is reviewed each term to learn what impact the support has had and what further support, if any, needs to be put in place. All staff members are made aware of the level of support your child needs to ensure support is consistent

How are parents involved in the setting/school/college? How can I be involved?

At Gateway we regularly hold stay and play sessions. Stay and play sessions are for Parents and Carers to stay and play with your child; this is because we recognise the importance of partnership with parents especially the positive effect it has on your child. The benefits of stay and play sessions are, you get to see what your child does whilst they are at Pre-School, you can help towards your child’s active learning and also have a chat to your child’s key carer. We also have a parent comment book and a parent suggestion box for you to highlight any issues, confidentially if you wish. Questionnaires are distributed to all parents and carers, giving you the opportunity to evaluate and comment on our pre-schools performance. There is also an opportunity for parents to visit the setting and talk to children about their job roles. We also hold regular parents evenings. This is a good opportunity to meet with your child’s key carer to chat about your child and their learning developments and requirements. It’s at these meetings that planning for the individual child takes place.

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