We provide early years care and education in a safe, friendly and stilmulating environment, where children can have fun, make friends and learn as they play.
Who to contact
- 01794 512396
Where to go
Cupernham County Junior & Infants School
- SO51 7JT
- Secure environment, Accessible toilets
- Contact provider for vacancy details?
- 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 Day Opening Time Closing Time Monday 08:50 16:00 Tuesday 08:50 16:00 Wednesday 08:50 16:00 Thursday 08:50 16:00 Friday 08:50 12:20
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 19/06/2018 Re-inspection (Early Years Register) Good
- Has Provision
- Experience with
- Caters for children with special needs.
- 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?
* Each child will have a key-person who gets to know the children they are primarily responsible for, they will talk to parents and any professionals involved with the child so they know how best to provide for the child’s individual needs. * The key-person has the support of the pre-school SENCos who can help directly by working with the child or by contacting/making referrals to other agencies for help.
- How will the curriculum be matched to my child's/young person's needs?
* Each child develops at a different rate, they are unique. We use the EYFS (Early Years Foundation Stage) Curriculum as a guide to learning and development and through observation and tracking we can get a picture of a child’s progress and requirements. * Each child can then be planned for and supported at their own level, and their individual interests taken into account.
- 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?
* Each child has a Learning Journey folder where information provided by parents/main carers when a child starts. Observations, photos, planning for “next steps” and a Record of Development is stored. This folder builds a picture of the child’s progress and learning. * Additional support is planned for and recorded on an IEP (Individual Education Plan), evidence of progress is recorded and reviewed at an agreed date in consultation with parents/main carers. * We encourage parents/main carers to volunteer during a session. This helps them share in their child’s learning and progress. * Parents/main carers can speak to their child’s key-person (or any member of staff ) who can help with ideas to support their child at home as well as informing on how/what the child is doing in pre-school. * Weekly planning and information about the weeks “Aims” (what the pre-school will be focussing on with the children) is posted on the window/in the entrance lobby for parent to read. The Aims include ideas for parents/main carers to support their children at home.
- What support will there be for my child's/young person's overall well being?
* Staff can administer medicines with parental consent; a drugs administration form will need to be completed by parents/main carers. * A child with behaviour difficulties will be supported by staff and that child will have a Behaviour Plan and IEPs to help support their needs. * Pre-school have policies in place to support behaviour, Special Educational Needs and Disabilities and Inclusion - See ours [http://woodleypreschool.co.uk/#/policies/4552389811 here] * The child and its family, pre-school, the Area InCo Service along with other agencies such as the Portage Service (devoted to supporting children and families with behaviour difficulties) work together to ensure the child receives the support they need. * Small Language Groups are run to support children with speech and language difficulties, and also promote turn-taking, confidence and friendship building skills. * Feelings and emotions are discussed using large emotions photographs. * Choosing Boards help children make independent choices about what activities they would like to take part in. * Dietary needs are catered for during snack time.
- What specialist services and expertise are available at or accessed by the setting/school/college?
* All staff members are fully qualified in National Vocational Qualification (NVQ) level 3 or above, in Child Care. * All regular staff have current Paediatric First Aid training. * Several staff members have EpiPen training. * All staff have level 3 or above Safeguarding training. * The pre-school’s one SENCo (Special Educational Needs Coordinators) has attended the SENCo induction training; one of the Lead Practitioners had been the group's SENCo for many years and also attended Induction training in recent years for refresher purposes. She is able to support the current SENCo if required. The SENCo attends termly network support meetings, which provide information on changes to legislation, information, new ideas and resources to help support the children. The SENCo has attended training to support challenging behaviour. * Most staff have some Makaton training (taster session) and the SENCo has attended extra training. * We use some Makaton signs with songs, rhymes and activities. * We use a variety of signs and symbols around the setting to support children’s communication and understanding skills. * There are policies and procedures in place to support the safety, wellbeing and running of the pre-school. Ours are here
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
* See top of section 6 for information on training. * Training will be sought for any SEND requirement as and when needed (based on its availability).
- How will my child/young person be included in activities outside this classroom including school trips?
* All children are accompanied by parents/carers on pre-school’s annual trip, sometimes to Hillier’s Arboretum which is a local venue. Parent/carers have sole responsibility for their child (no responsibility is placed on the pre-school, but staff are there to assist). * All other trips outside the setting, which would be local walks, are carried out with the help of parent/carer volunteers (in addition to staff) on a 2:1 ratio or above depending on requirements. * Risk assessments are carried out for all trips where parent/carers are not responsible for their child and only accessible venues will be chosen.
- How accessible is the setting/school/college environment?
* The setting is a purpose built setting on one level. * All doors are accessible doors. * There are no steps when entering the site, accessing indoors areas or within the setting. * There is a tall perimeter gate which is accessible. * There is an accessible adult toilet and one accessible child toilet with appropriate sinks. * Access to the main Cupernham School building and grounds are also accessible to all.
- 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 families are invited to an open day (outside of normal session times) once a place has been offered at pre-school. * Child registration forms ask for details of known SEND, and any other information which will help all children settle into pre-school. * Staff will discuss any additional requirements and make preparations for extra support where necessary. * Children and parents/carers are invited to two visits within session times to familiarise them with the environment, staff and other children. * We have close links with other settings/child-minders who share the care of a child; we information share, with parental permission, to support a child’s wellbeing within each setting. * Children moving on to Cupernham Infant School (our setting is within its grounds) from pre-school will have opportunities to visit their new classrooms, during pre-school sessions, and accompanied by pre-school staff as well as their visits with parents/main carers. * Information will be shared and transition meetings attended by pre-school staff/key-person/SENCo.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
* Special Education Needs (SEN) funding is applied for, then allocated to your child and used to cover extra staff wages and/or resources where appropriate. * A meeting to discuss how best to use the funding is held between you and the pre-school. In most cases it is used for 1:1 support either by the key person or additional staff, who are overseen by the key-person. N.B. Employing the right person to support your child in a 1:1 situation may take a little time and impact on your child’s start date.
- How is the decision made about what type and how much support my child/young person will receive?
* A child’s key person will observe and discuss with the SENCo and senior staff whether your child will benefit from additional support. * An Individual Education Plan is written for the child, with parental input, and evidence of progress recorded. This is reviewed after an agreed period of time to assess the progress the child has made. A new IEP is written based on the outcome of the previous one to further support the child’s progress.
- How are parents involved in the setting/school/college? How can I be involved?
* Parents/main carers and the key person work together on the child’s learning and development. * Parents are encouraged to approach their child’s key-person whenever they wish to discuss the child’s progress. * The child’s Learning Journey folder is shared with the parents every term, which contains the Record of Development document (RDS); it records the child’s progress and what the key-person has planned for the child’s individual needs. * Parents/main carers are encouraged to have an input on their child’s development by adding comments to the RDS about achievements at home and suggestions for pre-school to work on are welcomed. We value partnership with parents at pre-school, and believe this approach has a positive impact on the child. * We actively encourage parents, other family members and carers to join us in our pre-school setting. Talk to a member of staff who will help you arrange a time to come and play and learn with your child.