Child-led Preschool situated in Burghclere Down for children aged 2 and a half to four-years old.
3-2-5 Preschool is a small, friendly setting based in the Burghclere Down Community Centre. At 3-2-5, we believe children learn best when they are engaged in their own interests, and we support their development through 'In the Moment' planning by identifying teachable moments within their play. Our environment is designed to reduce distractions through the use of calm and neutral colours, and we provide open-ended resources to encourage children to follow their natural curiosities and use their imaginations. Our outdoor area is fully accessible throughout the day within our free-flow environment.
Our Manager is Level 5 qualified, has over a decade of experience in Early Years, and encourages all the staff to engage in proffessional development on a regular basis. Our Deputy Manager is Level 4 qualified and has twenty years of experience working with young children. The staff at 3-2-5 are all at least Level 3 qualified and are Safeguarding and Paediatric First Aid trained.
Who to contact
- Contact Name
- Rachael Woolley
- Contact Position
- Preschool Manager
- Preschool Website
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
- 3-2-5 Preschool
Burghclere Down Community Hall
- RG25 3JF
The Community Centre has a fully equipped kitchen and bathroom facilities, free parking and a large outdoor space.
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- Table of costs
Table of costs Amount Cost Type £5.15 per hour £15.00 Registration fee
- We ask for a £15 registration fee when your child joins us, for this fee you will receive a complimentary T-shirt with the Preschool logo. Fee's are £5.15 per hour.
- Referral required
Time / Date Details
- When is it on
- Open Monday to Friday 9.15 - 14.15 term time only
- Time of day
- Session Information
Full day sessions are 9.15 - 14.15
or half sessions are 9.15 - 11.45 or 11.45 to 14.15.
At 3-2-5 Preschool, our Manager and Deputy Manager have both completed the SENCO (Special Educational Needs Co-ordinator) training, and have many years of experience working with children with SEND. Our Manager has worked as a one-to-one with children with ASD and Down's Syndrome and is Makaton Stage 2 trained. Our Deputy Manager is the setting's SENCO, and she works with parents and outside professionals to create Individual Education Plans for children who need additional support.
To support children with communication difficulties, we use Makaton and Language Box activities every day. Our setting will always make reasonable adjustments to our approach to ensure all children are included, treated equally, and are able to access support with their learning and development. Our Key Worker system ensures that all our children develop strong, positive relationships with their designated adult, and know where to turn in times of difficulty or distress. Our Key Workers are fully included in the development of IEPs and attend all meetings with outside professionals, so they can have valuable input into developing approaches and strategies for the child's support.
- Contact Name
- Rachael Woolley
- Contact Telephone
- Contact Email
- 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?
At 3-2-5 we believe every child is unique, and we take great care to consider the individual needs, strengths, likes and dislikes of the child when planning strategies for their support. Our SENCO will create an IEP (Individual Educational Plan) by liaising with the child's Key Worker, outside professionals and the child's parents. The plan will be flexible, with adjustments being made to suit the child's needs. Strategies will be discussed with the team to ensure every member of staff is following the same approach so the child receives consistent support.
- How will the curriculum be matched to my child's/young person's needs?
Our curriculum is child-led, the adults do not plan activities for the children, instead, they follow the child's lead and look for teachable moments within their play. This approach, and our open-ended environment, provide the ideal opportunity for children with SEND to fully express themselves and take some control over how they learn. The staff are experienced and knowledgeable and understand that some children may need a little more direction than others, and adapt their approach to suit those children's needs.
- 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 3-2-5 we use Tapestry to track our children's learning and development, and to track the overall attainment of the setting. Tapestry is an online learning journal, which is shared with parents, and can be used to identify any gaps in learning. Our Key Worker system also allows the staff to identify any areas of areas of difficulty through their relationships with the children. Our staff work hard to build strong and positive relationships with their Key Children, and are able to access support where needed to determine the best approach for supporting the child's development.
We work with our parents to advise them of sources of support for them and their child, and provide them with ideas and opportunities for learning at home.
- What support will there be for my child's/young person's overall well being?
At 3-2-5 we monitor children's well-being through the Leuven Scale, which helps to develop a picture of the child's happiness and confidence during their time at Preschool. These checks are completed every half-term, and children who are struggling will be identified and plans put in place for their support. Our Key Workers are also very good at identifying unhappiness in their Key Children, and work with them, and their families, to support them and find strategies for improving their well-being, such as small group games or social and emotional activities to help with friendships and sharing their feelings with others. We particularly like reading stories such as 'The Colour Monster' as it supports the development of emotional intelligence by encouraging children to identify their feelings and express them appropriately.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Manager - Level 5 qualified, SENCO trained, Makaton stage 2 trained.
Deputy Manager - Level 4 qualified, SENCO trained, Speech and Language trained.
Room Leader - Level 3 qualified, SEND trained, Behaviour Management trained.
Key Worker A - Speech and Language trained, Makaton training to be booked.
Key Worker B - Equality and Inclusion trained, Speech and Language trained, Behaviour Management trained, Makaton Stage 2 trained.
Key Worker C - Diploma in Special Educational Needs and Disabilities.
- How will my child/young person be included in activities outside this classroom including school trips?
Our ratios allow for an extra member of staff to act as a one-to-one in extreme circumstances, which would allow extra support to be provided for a child with SEND when attending outings or trips.
- How accessible is the setting/school/college environment?
Our environment has no stairs or steps, has disabled facilities and disabled parking spaces available.
- 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?
Our enrolment process is designed to make the transition to Preschool as smooth as possible, we make initial home visits to gather information about the child, and to allow the child to meet us for the first time in their own environment. The child is then offered several settling-in visits before they start their usual sessions with us.
All our children are supported with their school transitions through visits from their teachers to our setting, meetings and phone calls between teachers and key workers for information-sharing purposes, and experiences such as school role play and books about starting school.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
If we receive any funding towards the support of a child with SEND, this money would be spent in a way that benefits the child and considers their individual needs. We will discuss this with the parents, and ensure any resources purchased are suitable and will benefit the child's learning and development.
- How is the decision made about what type and how much support my child/young person will receive?
Any decisions about support for a child will be made with input from the child's parents, Key Worker, the SENCO and any other professionals who are involved with the child.
- How are parents involved in the setting/school/college? How can I be involved?
Our Preschool is led by a parent-run Committee. The Committee is involved in most aspects of the Preschool, including financial responsibilities, creating and updating policies, fundraising, marketing and supporting the Manager with making decisions about the provision. Any parent can apply to be on the Committee, our AGM occurs annually to elect new members.