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Barn Owls Preschool

Barn Owls Pre-School is a cosy setting with a small number of children and a high ratio of staff. Childrens needs are catered for with small group activities building on what they can do, not teaching them what they can't! 

We provide a wide range of resources for self-directed discovery allowing children to make their own choices about the method of achieving planned targets, and then to reflect on what they’ve done, with possible mistakes and satisfaction from the achieved goals. We celebrate success but also talk about challenges, mistakes, why things are difficult, what stops us from making progress or trying harder to achieve the goals.

Barn Owls is a place where British Values of tolerance and respect for each other are actively promoted. We’ll make provision for children to grow into confident, self-aware critical thinkers whose questions are valued and opinions respected. We promote a healthy way of living and provide fresh, healthy, organic food.

Who to contact

Contact Name
Joanna Stallard
Contact Position
Owner & Manager
Telephone
023 8155 0049
E-mail
info@barnowls.org
Website
Barn Owls Pre-school website

Where to go

Address
Southampton
Postcode
SO15
Children's Centre Areas
North Shirley
Notes

Main entrance is on Harland Crescent side.

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£48.50 Per Day
£25 / Morning Session Per Session
£30 / Afternoon Session Per Session
£39 / School Day Per Session
Details
Lunches & Afternoon Tea is charged extra, all other snacks and drinks are included

Availability

Age Ranges
From 2 years to 4 years
Any Other Notes

Extra activities like language lessons, music lessons, baking and trips to discover farms and wildlife

Inclusion Information

Special Needs

Has Provision
No

Childcare Information

Vacancies

Immediate vacancies
Yes
Date updated
01/04/2019

Funded Places

3 & 4 year old funding
Yes

Opening Times

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 0830 1730
Tuesday 0830 1730
Wednesday 0830 1730
Thursday 0830 1730
Friday 0830 1730

School Pickups

Offers pickups
No

Ofsted Information

Ofsted URN
EY500884
Link to latest ofsted inspection report 

Local Offer

Contact Name
Joanna Stallard
Contact Telephone
023 8155 0049
Contact Email
info@barnowls.org

Other Education Extended Local Offer details from Barn Owls Preschool

How does your education setting know if children/young people need extra help and what do I do if I think my child has special educational needs?

Once the child joins the setting, we ask the parents to complete 'a unique child' booklet. This is designed to create an overview of the child's learning and development so far. The questions include: health and development, my family, interests and any additional languages. The document can then be used to support the child's “key person” and help them to gain an insight into your family life.

With parent's consent, the child is also signed up to an online learning journal called “Tapestry”. The key person is then able to track the child's progress through a cycle of observation, assessment and planning; using the Early Years Foundation Stage (EYFS) curriculum. The curriculum works as a guide to the development milestones that a child would typically be reaching up to the age of 5. 

If you have any concerns about your child's development please feel free to discuss these with your child's key worker or the settings Special Educational needs co-ordinator (SENCo).

How will the education setting staff support my child / young person?

We have a dedicated Special Educational Needs Co-ordinator (SENCo) in our setting. They are responsible for overseeing the provision for children with Special Educational Needs and Disabilities in the setting.

Once the child has joined the setting they are assigned a “key person”. The role of the key person is to support their key children with every aspect of nursery life. This includes working closely with other outside agencies who may be involved with your child e.g. Speech and language therapists and ensuring that support plans and individual targets are met.

One initiative that is in place across Southampton is “Every Child a Talker” (ECAT). This aims to improve communication skills of children aged 0-5 years and to develop the knowledge and confidence of practitioners and parents.

If we feel that a child requires provision over and above what can typically be resourced within the setting we will work closely with the Southampton City Council Early Years and Advisory Teachers (EYATS) who can support us to put in place specific strategies to support your child, as well as applying for additional funding which will be used to provide extra help that your child might require e.g. 1:1 support.

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

We are continuously monitoring the children's development through a cycle of observations, assessment and planning.

Our setting has a Special Educational Needs Co-ordinator (SENCo) who is responsible for children receiving specialist support from outside agencies. As part of this role, they ensure that our setting, the parents and other professionals involved are effectively communicating in order to achieve specific targets. An Individual Education and Care Plan (ECP) will also be completed as a way of tracking the child's progress. This will be reviewed every 3 months or when progress is made.
When planning activities for children, the child's key person will ensure that any next steps or recommended targets are considered.

How will both you and I know how my child/young person is doing and how will you help me to support my child / young person's learning?

Every term our setting offers a parents evening. This gives parents the opportunity to discuss their child's progress and information is provided about the following term. Parents are also regularly sent feedback regarding their child's progress through the online journal called 'Tapestry' and given direct feedback following sessions.

Parents are welcome to book appointments with their child's key person at any time to discuss progress, next steps or any concerns they may have.

If your child has set recommendations which are monitored through an Individual Education and Care Plan (ECP) this will be shared with parents when first set up and then following each review. This is carried out every 3 months or when progress is made.

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

Our setting has individual members of staff who are responsible for specific policies, including: Health and Safety, Safeguarding and Behaviour Management.

All staff hold a paediatric first aid qualification.

All potential staff are subject to a thorough recruitment process including;
– suitable references from previous employment
– Occupational health clearance
– Enhance Disclose and Barring Service check (DBS)

If a parent has any concerns, or should they need any advice or support regarding their child, staff are always available to talk to.

Our setting provides lots of opportunities for children to be independent. They are able to “free flow” around structured activities of their choice and we promote self-help skills. Our planning also allows the flexibility of being able to tailor the activities to suit individual needs.

What specialist services and expertise are available at or accessed by your education setting?

Our primary mechanism for specialist support is through the setting's designated Early Years Advisory Teacher (EYAT). The EYAT team specialise in early year's education and children with SEN in the early years – they are based in the Early Years Team in Southampton City Council. They support us in a range of areas, from general advice through to accessing appropriate support via referrals to specialist teams including:
– Speech and Language Therapy (SALT)
– Physiotherapist
– Occupational Therapist
– Portage services
– Specialist Teachers for children with sensory needs

What training are the staff supporting children and young people with SEN and Disabilities had or are having?

Each Special Educational Needs Co-ordinator SENCo within the setting has completed “The role of the Early Years Special Educational Needs Co-ordinator” training.

The setting SENCo attends termly inclusion conferences run by the EYATS. Information from these conferences is cascaded to all staff members through internal meeting processes.

Regular attendance by the SENCo to the local Early Years and Childcare Briefing meetings ensures that all staff are kept up to date with relevant practice, training and legislation.

How will my child / young person be included in activities including trips run by your setting?

Our setting has a risk assessment in place to cover walks around the local area and parental consent has been obtained. We ensure that adult/child ratios are maintained at all times and encourage parents to attend trips if they would like to.

A trained paediatric first aider is present on all trips. First aid kits will be taken along with any medication which a child may require for that day.

Necessary reasonable adjustments are made when planning trips to ensure that a child's individual needs are met and that they are included as much as possible.

How accessible is your education setting? ( indoors and outdoors)

Our setting is wheelchair accessible from either of the gated entrances and there is a ramp which leads in to the building.

Our setting is on one floor with available nappy changing facilities.

There is potential funding available for equipment that your child is assessed to need by health services.

How will the education setting prepare and support my child / young person to join the education setting, transfer to a new setting and or the next education stage and life?

Our setting offers 'settling in' sessions to give both the parents and children the opportunity to familiarise themselves with the setting and to meet staff and other children whilst offering a “taster” of a typical day. 

Prior to the child starting school, all relevant information is sent to their teacher. This includes the child's online education journal (Tapestry) and any paperwork which supported the child whilst they attended the setting. 

Our setting offers trips to the local school throughout the year which allows the children to familiarise themselves with a school environment and we encourage schools to come and see the children within the setting environment.

If your child has additional needs we can arrange a meeting with the receiving school to support a smooth transition and to give a clear picture of need and provision that is required to be in place in the new setting.

If we identify, alongside specialist services, that a young person is likely to require support above that which is typically available in a mainstream school, for a prolonged period of time, we will ask your permission to apply for an Education, Health and Care Plan (EHCP). We will do this in a timely manner to ensure that your child has the support they need on entry to school.

How are the education setting resources allocated and matched to children and young people's Special Educational Needs and disabilities?

If a child meets the eligibility for early years funding for additional support the resources will be used specifically to meet the needs of the individual child* as per the funding agreement with Southampton City Council.

*There may be a case when we apply for funding for two or more children jointly, based on their level of need.

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

Our setting follows the Early Years Foundation Stage curriculum which staff use as a guide to track the age and stage of a child's development. This allows staff to plan activities which support and encourage the child to work towards their next developmental milestone and identify any areas where a child requires extra support.

If we feel we need support or guidance regarding a child, the Early Years Advisory Teacher (EYAT) will be contacted and will visit the setting.

How are parents / young people currently involved in your education setting? How can I be involved?

As a setting, we place a high emphasis on parental involvement in all aspects of every child's learning; regardless of need. Therefore, if we identify that your child has additional needs we will discuss this with you along with details of any additional provision that will be put in place to support and meet these needs.

We offer parents evenings meetings to discuss each child's progress and 'activity' mornings where parents are given the opportunity to spend time with their children in the setting.

Parents are encouraged to get involved with their child's “tapestry” journey by sharing their own observations, pictures and comments.

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