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Local Offer

Hedge End Village Hall Preschool

Carescheme type:
  • Pre-School Playgroup

The Hedge end village hall preschool is an inclusive setting offering:

* Term Time only sessions for children aged 2 years to 4 years.

* Preschool is open Monday to Friday 9 till 3.

* We provide number of different sessions to cater for all.

* We also provide services for  Special Educational Needs and Disabilities (SEND).

* We have a maximum of 24 children a session

Children have an opportunity to learn:

  • to accept the different needs of individual children
  • various ways of communicating, interacting and playing together
  • becoming independent 
  • getting ready for school

Who to contact

Contact Name
Louisa Lilley
Contact Position
Manager
Telephone
01489795546 01489795546
E-mail
info@villagehallpreschool.co.uk
Website
www.villagehallpreschool.co.uk
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Notes

Please contact us via the telephone number provided or email address. We are also on Facebook, which you can find us using this link

@HedgeEndVillageHallPreschool. 

 

Where to go

Name
Hedge End Village Hall Preschool
Address
Hedge End
Postcode

SO30

View SO30 on a map

Inclusion Information

Special Needs provision
Yes
Provision for special dietary needs
Yes
Can make special cultural provisions
Yes
Experience
Yes

Childcare Information

Vacancies

Immediate vacancies
Yes

Funded Places

Offers 3 & 4 year old funded places
Yes
Offers 2 year old funded places
Yes

Opening Times & Facilities

Facilities
Ride-ons
Swing
Role play dressing up
CCTV security cameras
Garden
Construction toys
Music time
Climbing Frame
Messy Play Area
Toys
Sandpitsand play
Accessible Parking
Home Corner
Allotment Plot
Arts & Crafts
Both indoor and outdoor activities
Woodwork Room
Quiet Area
Songs, Rhymes and Music
Car Parking
Water play
Outdoor Play
Books & Storytelling
Small world toys

School Pickups

Does not offer school pickups

Local Offer

Description

We provide support for children age 2 years to 4 years with SEND 

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?

Hedge End village hall Pre-school has an inclusion policy. Hedge End Village Hall Pre-school work in partnership with parents/carers of the children with any existing educational needs or disabilities and ensure that any additional support will be put in place prior to the child starting . This will include liaising with any outside agencies that are already involved and preparing any relevant risk assessment that is needed. Parents/carers who have any concerns about their child, will have opportunities to have discussion with the Pre-school, who will be able to advise or get further support for them.

 

How will early years setting/school/college staff support my child/young person?

On starting Pre-school the children will have 2 settling in visits, 1 for an hour with the parent/carer and 1 hour without their parent/carer, but if we feel the child needs more settling in session will we book more in. On induction the parent/carer receives forms relating to their child, Registration form, "All About Me", Medical forms and harry the horse form ( which the children can colour in and with help from their parents/carers fill in what they like doing and what their favourite thing are). This helps the Keyworker to understand what the child likes and dislikes, home language that is used and any other important information, to help settle the child in smoothly, so its like home from home environment for them.

Each child will have a keyperson which helps them to settle within the setting.  The keyperson liaises with the parent/carers and other members of staff to help support the child's needs, this is done by observing, planning and evaluating and making adjustments where and when necessary.  The keyperson tracks the child's development and reviews their progress termly with the parent/carers.

We ensure the setting is a warm, friendly, safe setting and a home from home environment for children, parent/carers and staff.  We make sure that children are stimulated at all times.

Our SENCO (Special Educational Needs Co-ordinator) attends termly SENCO support group meetings provided by our Local Area Inclusion Co-ordinator and delivers staff training and information to all staff in the setting

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

We use the new Early Years Foundation Stage (EYFS) statutory framework as a guide.  Each child is an individual and therefore learns and develops at their own pace.  Children learn through play, interests and their own experiences, parents/carers up-date us with this information on a regular basis.

Next steps for children are created based on their achievements which are regularly reviewed with parents/carers.  Each child has a learning journal which contains evidence of their development. 

Individual Education Plans (IEP's)  are created for those children who need extra support and are reviewed regularly with parents/carers.

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?

 

Through the learning journal, we show special moments the children have achieved at preschool, termly reports are shared with parents/carers and on a weekly basis we share what the children have done throughout the week and home learning.

Individual Education Plans (IEP's) are developed with the parent/carer of children with Special Educational Needs and Disabilities or children who need a little extra support in some areas, which also can be supported in their child's learning at home.

Parents has the opportunity to talk to their keyworker on a daily basis and the keyworker will do a hand over at the end of the day with each child. 

 

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

A risk assessment would be completed with the parent/carer.

Medication can be given by staff with parental consent, if necessary staff would receive relevant training

Our Pre-school has a designated well-being officer which will help the keyperson as well as the staff to establish the best way to promote positive behaviour.  

Our setting has choice boards, now and next and schedules which can be used to help children within the setting.

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

Our setting is able to access Services for Young Children's Area Inclusion Co-ordinator where they can support the child, the setting and parent/carer if necessary by giving advice.  Referrals can be made with parent/carer's agreement to access Speech and Language Therapists, Outreach Workers and Portage Plus.

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

Staff have undertaken First Aid training and Safeguarding training, these are updated regularly.  7 members of staff hold NVQ Level 3 or equivalent child care qualification, 1 member of staff holds Level 4 and 1 member of staff holds level 5. 3 members of staff hold a SENCo qualification and 1 member has had SENCo training, 1 member of staff has had level 2 makaton training. All training received is always cascaded to other staff members.  Any additional/relevant training needed for an individual would be accessed

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

Depending on their individual needs the child would receive a one to one so that they could be included on any activities outside the setting, this could either be the child's keyperson, SENCO or parent/carer.  If necessary, prior to the outing a visual timetable could be implemented to prepare and assist both child, keyperson and parent/carer.  A risk assessment would be carried out, checked and signed by the manager of the setting and parent/carer to minimise any risks or concerns.

How accessible is the setting/school/college enviroment?

Our setting  has  Disabled parking which is available on site.

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 encourage children and parent/carers to visit the setting prior to starting, this can be done over a selection of days and times, where they can sample activities, meet staff and other children, discuss any issues or concerns, fill in paperwork and risk assessments.

Transition on to infant school - we arrange to take the children on visits to their feeder schools.  Schools also arrange to visit the setting to meet the children.  Learning journals are shared with the school to show where the children are at.  Individual transition meetings can be arranged with the Manager, keyperson, Area Inclusion Co-ordinator, parent/carer and the school to identify the child's needs so that they are met prior to their start date.  One Page Profiles are completed for those children with any additional needs and these are discussed at the transition meeting.

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

Equipment is regularly checked so that it is suitable for all ages and stages of children.  The room is clearly laid out for easy access to all activities.  Any SEND funding received would be allocated to your child's current needs, which would be discussed with you, the keyperson and the SENCO.

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

With the information received from parent/carers prior to starting and with observations made by the keyperson and staff members, with the permission of the parent/carers the setting will contact the Services for Young Children, Area Inclusion Co-ordinator for support and to help co-ordinate other agencies.

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

Parents/Carers are the most important people in children's lives and are the primary educators.  We believe that by working in partnership with you, gaining valued information about your child from you helps us enhance your child's experiences in the setting.  It is therefore important that you share achievements made by your child and adding parents comments to termly reports.  We encourage parent/carers to stay and play, bringing any ideas that could be implemented within the setting.  We encourage parent/carers to come along to the Christmas plays and end of year events. We also have different event throughout the year which we like parents to get involved in as well.

Carescheme type:
  • Pre-School Playgroup

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Last Updated: 14 November 2022

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