We are a diverse setting, run by a voluntary parent committee. The pre-school supports children with learning difficulties and disabilities, and children who speak English as an additional language. we are set in the inner city area of Southampton.
This setting has signed up to offer Tax Free Childcare.
Staff have 3 days training/insert days per year. Regular staff meetings. Keyworker system. Staff record children's development using the Southampton Learning Stories. Liaison meetings with the early years co-ordinator of Bevois Town primary school. Half termly meetings with the early years SENCO support network. Continuous training in the foundation stage for all staff. Most of the staff attend first aid training. Staff trained in child protection. Involved in ECAT (Every Child a Talker), DMP (Developmental Movement and Play) and CFS (Communication Friendly Spaces).
Manager holds EYPS/Eyt.
All staff are qualified to level 3 or training towards.
The pre school has its own entry and exit gates and also at key times exit via primary school.
The pre- school will be expanding by approxamtely 18 places in September 2020. Please book a space now to avoid dissapointment. This is on hold due to COVID.
| Amount | Cost Type |
|---|---|
| £13-14 | Per Session |
Highly multi cultural pre school awarded outstanding in all areas by Ofsted.
| Day | Opening Time | Closing 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 |
| Age Range | Vacancies |
|---|---|
| 2-4 | 5 pm sessions |
Please see below
At Bevois Town all staff are trained in SEN. We are able to identify the specific needs of children with SEN at the earliest opportunity. We do this by having staff that are trained to a high level and that are able to identify needs of children quickly. The staff do this through continuous careful observations, monitoring and assessment. We also interpret children's facial expressions and body language and we make note of things that capture their attention. We work in close partnership with our parents and ensure that parents are informed at all stages of assessment, planning, provision and review of their child's education and care. We can provide parents with information on sources of independent advice and support when required.
If you as a parent have any worries or concerns about your child's development then please speak to our setting SENCO (Special Educational Needs Coordinator, Diane Taylor / Clare Neale). We ensure our provision is inclusive to all children regardless of need or disability.
We will support your child by identifying specific needs. This will be done firstly by observations, monitoring and assessment. We will then, with parental permission, ask our area SENCO / EYAT (Early Years Advisory Teacher) to come in and observe your child. We will ask other relevant professionals for their expertise and advice in planning activities and for input into individual education plans. These could range from speech and language therapists to paediatric consultants depending on the need of the individual child.
At all stages we will work closely with parents / carers as we strongly believe the parent to be the most knowledgeable person and the first educator of their child.
Once all information is gathered we then decide whether the child's needs warrant 1:1 care. If this is the case the SENCO will apply to Southampton city council for additional funding to support the child. It is then determined whether an Education and health care plan is required and if so the process begins towards this.
Children with additional needs will be given an individual education plan that is relevant to their needs and interests. Again depending on the child's level of need they may have additional adult support and in some cases 1:1 care.
At pre-school we use a system of planning, implementing, monitoring, evaluating and reviewing action plans of children with additional needs and disabilities to ensure the curriculum is matched to the individual child's needs. (Children with SEN will be appropriately involved in the graduated approach taking into account their level of ability).
The SENCO, key person and parent of the child will work together to identify what constitutes the next steps in the child's learning and development and make suitable provision to support them whilst in pre-school.
We will work in partnership with professionals from a variety of external agencies to coordinate and implement agreed programmes and interventions.
At Bevois Town pre-school we work to establish and sustain a culture of collaborative and cooperative working between both parents and outside agencies. We work towards a shared sense of purpose and have high expectations of all children irrespective of learning difficulties or disabilities.
We will routinely observe and record what a child can do. We will then plan next steps, review and respond to outcomes of monitoring to develop and progress with learning. At each stage the parent/carer will be informed and have their input/ideas respected and valued.
Besides daily informal chats on arrival and departure at pre-school there will be formal meetings to discuss important matters and next steps. These may involve outside agencies and support.
We only share relevant information with parental consent. We share IEP's with parents so that they are able to continue the support for their child at home.
We will find the best way to offer care and learning to each individual child's needs. We recognise that each child needs to be nurtured and loved so in turn we provide close, warm and supportive relationships by using a key person approach. (Possible 1:1). However we hold weekly staff meetings and work together as a team at Bevois town to ensure both collaborative and cooperative working between colleagues. This ensures that all staff are familiar with the wants and needs of ALL children that attend the setting.
We encourage making friends and have a buddy system to develop friendships. Having friends and good relationships gives children a sense of belonging and a higher self-esteem.
We take into account the child's health and understand that it is an integral part of both emotional and mental wellbeing in a child. We understand that a child's physical and emotional needs must be met for them to thrive. These are all included in our provision and are discussed with children on a regular basis at a level that meets their individual needs.
We provide a safe, stimulating and secure environment and have pre-school rules and steps to conflict resolution for children to follow. This helps children to be aware of their feelings and the feelings of others and how to then manage their feelings and behaviours.
At Bevois Town we will with parental consent call in a range of specialist services. These may include
Also we can direct parents towards help / support from BUZZ network, family information service, and many more parenting groups that offer support and advice.
Staff at Bevois Town and staff supporting children with SEN will hold a minimum level 3 in child care and education or equivalent. They will be trained in both ECaT (Every Child a Talker) and Makaton.
Two members of staff are the SENDCO's for the setting.
SENDCO/INCO meeting/training will be achieved and updated regularly. Two members of staff are trained in attention autism and are able to deliver 'Bucket work'. Colourful semantics are offered as well as speech sound development work is available.
Our SENDCO is trained in PECS
On school trips we have a very high adult to child ratio 1 adult to 2 children unless child is in receipt of 1:1 care. Risk assessments are always carried out and venues checked before trips for easy access in, out and around premises.
Our outside area is accessible for all regardless of SEN or disability. Plans and resources are adapted to meet the needs of individual children so that they are all included and are relevant to both age and stage and need of the individual child.
The pre-school is on a school site, has a disabled toilet and ramps for easy entry/exit. The environment both indoors and outdoors is accessible for all, including those who are visually impaired. (There are yellow marking and lines on most steps.) The classroom is set out so that there is adequate space for a wheelchair to gain access to all areas of the pre-school.
With every child we have a 'transition process’. On entry to pre-school we have a settling in policy that ensures a child is secure and happy before they are left without parent/carer support. We understand that if a parent feels unhappy, anxious or upset that this will reflect onto the child, therefore we ensure good parent partnerships. (Due to Covid we are doing home garden visits if parents request them before a child starts).
We offer visits into the setting for the parents and if permitted at the time, a home visit if the child has SEN needs already identified.
When the child attends other settings we supply an adult if availability allows, to support the child.
On entry to year R we meet and discuss with the teacher, the child's likes, dislikes, needs, stage of development, friendship groups and SEN. We arrange visits where possible and support the visits with adult supervision.
Depending on the need of the child we can either borrow or buy suitable resources and equipment. (Depending on help and support from SSC and preschool finances at the time).
After careful observation and monitoring of a child the area SENCO/EYAT will be called in to observe (with parental consent).(presently done by ZOOM during COVID) We will then discuss and decide together on the appropriate support and degree of support the child may need.
Based on the information supplied by parents, pre-school and EYAT to the SEN team at SSC, a decision will be made by a panel of professionals, the level of support the child requires.
If additional funding is allocated then appropriate resources and support will be put in place.
If further support is required an 'Educational health care plan' is decided and the integrated assessment process begins.
We are a committee run pre-school and have parents who are members of our committee, we encourage and support parents to play an active part in the governance and management of the setting.
Parents are invited to our open days and invited to prepare foods from various cultures.
On trips parents are welcome to join us to accompany their child and share the experiences together.
We use communication books with each child to share information with parents.
Meetings with parents are held in venues that are accessible and appropriate for all.
We welcome any contributions from parents and have a suggestions and comments box. We do surveys and questionnaires on varying subjects. We have an open door policy.
As a parent you can be part of any of the above.