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The Gregg Preschool (Gregg Preparatory School)

The Gregg Preschool is situated in well-equipped and spacious accommodation at The Gregg Preparatory School in Winn Road, and offers facilities for both learning and play. All activities take place under the supervision of qualified preschool staff. All pupils are encouraged to develop their skills and full potential.

Preschool pupils participate in many school events, including assemblies, Sports Day and Speech Day. This prepares them for entry into the main school. Children may attend The Gregg Preschool on a full or part-time basis. Part-time pupils may be booked in at short notice, providing that there are spaces available.

For further details and to arrange a visit please contact the school office.

Who to contact

Contact Name
Chris Sharratt
Contact Position
School Administrator
023 8055 7352
The Gregg Prep
Company number

Where to go

The Gregg Preparatory School and Preschool
17-19 Winn Road
SO17 1EJ
Children's Centre Areas
Portswood Bevois

Other Details


Sibling discount for parents of more than 1 child attending The Gregg Preparatory or The Gregg School. Nursery Education Funding for 35 weeks per year


Age Ranges
From 3 years 0 months to 5 years 0 months

Inclusion Information

Special Needs

Has Provision
Experience with
Severe dietary needs
Learning difficulties
Speech and Language delay
Downs syndrome
Autistic spectrum disorder
Special Educational Needs
Medication - Administration Of
Deafness Or Hard Of Hearing
We cater for special dietary requirements, e.g. vegetarian option available.

Childcare Information


Immediate vacancies
Date updated

Funded Places

3 & 4 year old funding
2 year old funding

Opening Times

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00

Local Offer


For further information please contact the office by email or phone to speak to Head teacher or SENCo on 02380 557352 or

Other Education Extended Local Offer details from The Gregg Preschool (Gregg Preparatory School)

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?

At the point that a child joins Early Years Department (Preschool or Reception) they are signed up to an online learning journal called “Tapestry”. Parents/carers are asked to complete documentation called “All About Me” and ideally bring in a copy of the child’s two-year development check-up.  This helps staff get to know the child from day one.  For a child who is identified as falling behind in particular areas of learning or development, the Special Educational Needs Co-ordinator (SENCo) within the school is notified and, if appropriate, they may be referred to outside agencies for further assessment. Parental permission is sought before referral to other agencies.

Prior to joining our school discussions are carried out with parents to ensure that the school can cater for a child’s needs. Once any child starts at the school there is ongoing opportunity for parents/carers to discuss and highlight any concerns they may have, or observations they have made. Further to any other information already received the staff are expected to ensure that the SENCo is made aware of this information if they feel this may relate to any child’s special educational needs or wellbeing.

If other agencies have already been involved with the child or family, with parental permission, staff will liaise with the involved agencies to gain more information about potential SEND.

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

If there are concerns that a child is continually not meeting the necessary targets then the teacher may choose to identify the child as needing additional support to the in school SENCo, where further support and assessment can be put into place. A child will normally firstly be monitored for a given period to assess whether or not it is necessary for them to be formally added to the SEND register.


Whenever possible, children with SEND are taught alongside their peers, taking part in all activities that they can engage in and learn from, with the curriculum differentiated to meet their needs. A child’s teacher/key person observes and assesses their ability to be included in various groups and teachers tailor provision to be as inclusive as possible.


When a planned activity is considered unsuitable for an individual child, an alternative activity, with learning outcomes in the same area of development/subject, may be provided.

In Early Years the staff have regular training and updates on Every Child a Talker (ECaT).  Staff put this initiative into practice which aims to improve communication skills in children under the age of 5 years, this develops staff members’ knowledge and parents’ awareness of the importance of communication.

 If we feel that your child requires provision over and above what can typically be resourced within the Early Years department we will work closely with the Southampton City Council Early Years and Advisory Teachers (EYATS) who can advise us to put specific strategies in place to support your child.  Additionally, they can make referrals to specialist services if this is assessed to be the need.

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

In Early Years, observations of your child’s interests will be recorded and activities planned accordingly as well as completing assessments to track your child’s progress. These activities are planned to directly support your child’s individual stage of development and take into consideration their ‘next steps’ to aide development.

If a child is receiving specialist support from an outside agency, for example Speech and Language Therapy, and given specific targets, we will liaise with both the parents and the professional involved. These targets will then be incorporated into the lesson planning so that the work carried out supports them in achieving their aims. Progress is continually monitored by all staff working alongside the child and fed back to the teacher.

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?

Parents are given regular feedback regarding their child’s progress through various formats including parents’ evenings, through your child’s online learning journal, “Tapestry” in Early Years, or reports within the rest of the school and through direct feedback if appropriate.

Parents are welcome to book appointments to talk with their child’s teacher at any time in order to discuss progress and next steps/targets.  

If there are any concerns about a child’s progress then the teacher will inform the parents and may feel that it is necessary to refer the child to the SENCo, where further support and assessments will take place to try to identify the needs of the child. The SENCo and teacher will closely liaise with the parents and work together to support the child in making progress. It may be decided and agreed by both parties that the child will be monitored before being formally added onto the SEND register.

Effectiveness of provision for a child with SEND is evaluated through ongoing observation and assessment of a child’s progress towards planned targets and achievement of the ‘Development Matters’ statements of the EYFS.

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

All potential staff are subject to a thorough recruitment process including;
- Suitable references from previous employment
- Enhanced Disclose and Barring Service check (DBS).

Staff are trained in looking at the child holistically with a focus on their well-being as this is of paramount importance in developing their ability to learn. 

All Early Years staff hold a paediatric first aid qualification and the majority of the other staff at St Winifred’s also hold this qualification.

Any issues with a child’s well-being are worked on with the parents, to ensure a positive and appropriate response is used to promote and improve the child’s well-being at home and at school.

Any concerns of a child’s well-being where additional intervention is deemed necessary will be discussed with the school SENCo. Staff are responsible for informing parents and to highlight to the SENCo their concerns and also the intended outcomes. The SENCo will then refer the child to receive some focused intervention with the school ELSA (Emotional Literacy Support Assistant).  After the child has received a set amount of intervention from the ELSA the child’s progress will be assessed and if the intended outcomes are identified as not being reached then further liaison with parents to investigate alternative avenues and possible outside support will be arranged.

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

The SENCo is available to refer parents to different outside agencies which may be able to further support their child where needed. These agencies include:
- Speech and Language Therapy (SALT)
- Occupational Therapy
- Portage services

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

The qualified ELSA who works within the school.

Every Child a Talker (ECAT) for Early Years Staff.

Regular attendance by the Early Years Leader to the local Early Years and Childcare Briefings 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?

Provision is made for children with SEND to attend all school trips alongside their peers.  Risk assessments are always carried out considering the individual child’s needs/particular difficulties with a trip. Parental consent and advice is sought.
Familiar objects that will help child to settle on journeys or in unfamiliar environments.
This may involve provision of:
• 1:1 or in a few cases 2:1 adult to child support
• Backpack with reins in case child lets go of adult hand and tries to run off
• Pushchair or other mobility aid as appropriate

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

All reasonable adjustments are taken.  If a child has physical needs, then reasonable adjustments can be made to allow more room for manoeuvring past furniture and gaining access to all areas.  St Winifred’s will look at each case individually and work with families to consider possible ways to meet the specific needs of the child. Where feasible we will make any necessary adaptions and reasonable adjustments.

At St Winifred’s we offer visual aids for children who have English as an Additional Language (EAL). This is presented in the form of pictures, to enable children with EAL to access the environment as independently as possible.

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?

Parents/carers are welcome to book an appointment to visit the school and discuss with the Headteacher life at St Winifred’s, we also have Open Mornings where prospective parents can see the school in action. 

Before starting at St Winifred’s parents/carers are invited to bring their child for a taster day at the school, to familiarise the child with a typical day.

All children’s online education journals are completed by the end of July and sent through to the school prior to the child starting. This includes any paperwork which supported the child whilst they attended the setting. This provides the school with all the relevant information before the child starts.

A child with SEND is prepared for transition to another school through providing the school with written and verbal information which sums up the child’s needs, feelings, interests and learning styles.

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

All teachers ensure that their sessions are differentiated and where possible extra adult support is incorporated as needed. Resources are used to support all children appropriately. Any special educational needs of a child will be considered when planning and organising sessions.

Within the Early Years Department all resources are readily available for the children to access within the continuous provision.  If appropriate some specialist resources are bought, created or acquired particularly for children with special educational needs and are given to or used with any child that will benefit educationally from their use.

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

Staff assess the child’s ability and rate of progress and may try to meet the child’s needs through differentiating the curriculum and giving extra support for particular parts of the routine.

If there are concerns that extra support is needed above which can be offered within class and regarding a child’s special educational needs, then the teacher and SENCo will liaise alongside parents to determine the amount support that can be offered. It may be decided by the parties involved to contact outside agencies to support and perhaps extend the support which can be offered. 

Within Early Years if we feel we need support or guidance regarding a child, we will arrange an appointment with the Early Years Advisory Teacher (EYAT) who will visit the setting. The Early Years Advisory Teacher will advise us if they feel we should be providing additional support and will support our funding application to Southampton City Council with written observations.

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

We recognise that parents are the expert in their child and place a high emphasis on parental involvement in all aspect of every child’s learning, regardless of need. Parents/carers are able to discuss progress with the child’s teacher on a daily basis at drop off and pick up times.  We also provide the children with diaries for daily communication.

How learning is planned and how parents can support learning is explained through:
• Introductory sessions for children joining Reception class
• Every Child a Talker (ECaT) noticeboards/leaflets and other notifications in Early Years Department especially for the Preschool parents.
• Weekly newsletters
• Parents evenings

More detailed information for parents of SEND children is given through:
• Ongoing discussion
• Review meetings with SENCo or other therapists

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