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Busy Bee Pre-School Millbrook

We accept all children aged 2-5 (and over if required) from all over the city.

We have excellent car parking facilities and a good frequent bus service very close by.

We plan interesting and challeging activities to stimulate the children in learning new skills and information. We especially use child initiated planning where the children add their own ideas and share their own knowledge.

The setting is run by a friendly manager and her team of 6  staff,all staff are qualified and have years of experience.

This setting has signed up to offer Tax Free Childcare.

 

 

 

 

 

 

Who to contact

Contact Name
Lisa Jane Floyd
Contact Position
Owner
Telephone
07866 433405
E-mail
info@busybeemillbrook.co.uk
Website
Busy Bee Preschool

Where to go

Name
Busy Bee Preschool Millbrook
Address
Scout Hut
Canford Close
Southampton
Postcode
SO16 9JA
Children's Centre Areas
MRM

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£7.50 for 2 year olds Per Session
£9.00 for 3 years (top up) Per Session

Availability

Age Ranges
From 2 years 0 months to 5 years 0 months

Inclusion Information

Special Needs

Has Provision
Yes
Experience with
Asthma
Makaton
Aspergers Syndrome
Challenging Behaviour
Learning difficulties
Emotional needs
Language impairment
Behaviour management
Speech and Language delay
Autistic spectrum disorder
Special Educational Needs

Childcare Information

Vacancies

Immediate vacancies
Yes
Date updated
03/04/2018

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes

Opening Times

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.45 15.15
Tuesday 8.45 15:15
Wednesday 8.45 15:15
Thursday 8.45 15:15
Friday 8.45 15.15

Vacancies

Maximum number of Vacancies
9

Vacancy Age Ranges
Vacancy Age Ranges
Age RangeVacancies
2-4 9

School Pickups

Offers pickups
No

Ofsted Information

Ofsted URN
EY555386
Link to latest ofsted inspection report 

Local Offer

Contact Name
Lisa Jane Floyd
Contact Telephone
07866 433405
Contact Email
info@busybeemillbrook.co.uk

Other Education Extended Local Offer details from Busy Bee Pre-School Millbrook

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?

When a child joins Busy Bees, they are signed up to an online learning journal called “Tapestry”. During initial taster visits, parents meet with their child’s key person and together complete a section of this journal called “All About Me”. This document is designed to support staff in gaining an overview of each child’s learning and development so far. The parents or carers complete a form by answering a series of questions included in sections labelled ‘getting to know my family and me’,’ interests and preferences’, ‘food and drink’, ‘health development’, and ‘sleeping and toileting routines’. This document is then added to the online journal and used by the key person to refer to while the child is settling in.

We continually track children’s progress through a cycle of observation, assessment and planning. We use the Early Years Foundation Stage (EYFS) Development Matters and the Early Years Outcomes as a guide for the development milestones that a child would typically make at different stages up to the age of 5.

The key person and Special Educational Needs & Disabilities Co-ordinator (SENDCo) are always available to discuss any concerns a parent may have about their child.

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

We have a Special Educational Needs & Disabilities Co-ordinator (SENDCo) who is responsible for overseeing the provision for children with Special Educational Needs and Disabilities (SEND).

Each child is given a key person when they join the setting. The key person is responsible for supporting their group of key children within every aspect of pre-school life. We have a strong system in place which ensures all staff are guided by a professional management team to meet the needs of every child.
If there are other professionals involved with a child such as Speech and Language Therapy or Portage, our SENCo will work closely with them and the keyperson to follow recommended support plans to meet individual targets.
We use the “Every Child a Talker”(ECAT) initiative which aims to improve the communication skills of children aged 0-5 years and to develop the knowledge, confidence, and communication skills of parents and practitioners. ECAT is used across Southampton and has had a very positive impact on children’s communication skills.

If we feel your child needs more support than we can typically resource ourselves within the setting, we will gain added help from Southampton City Council Early Years and Advisory Teachers (EYATs). They can support us in applying specific strategies to support your child, as well as applying the additional funding which will be used to supply your child with the extra support they might need. They can also make referrals to specialist services if this is needed.

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

We continually monitor the children’s development through continual observations, assessments and planning.

If a child is receiving outside professional support such as Speech and Language Therapy (SALT), then our SENDCo liaises with them continually,they discuss targets and strategies set by them with the child’s key person and supports staff in completing these targets. They spend time with each child to ensure they are fully aware of their needs and interests which, in turn enables us to focus on their individual strengths which ensures the are fully supported during their time with us.

An Individual Education Plan (IEP) is completed and reviewed regularly with parents and progress recorded.

When planning activities for children, staff ensure that any next steps or targets recommended by either professionals or by our own SENDCo are implemented.

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 in various ways. Their child’s online learning journal is updated weekly and available to be seen through a secure log on system at all times, discussion times with our SENDCo and with the key person are set at regular intervals to suit the parents and full reports showing progress and next steps, are completed termly.

If a child has set recommendations which are monitored through an Individual Education Plan, then these are discussed with the parent or carer at the onset,they will have time to discuss the progress made as each review is planned.

We also work with parents to try to set strategies for home time as well and will support them in finding outside support or training when necessary.

We can also provide a home/setting diary where daily events etc are recorded and  parents are encouraged to share events from the childs homelife.

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

Within the management of our pre-school, we have specific individual staff members who are responsible for particular policies, including: Health and Safety, Safeguarding and Behaviour Management. Their role is to ensure they are implemented correctly by all members of staff.

The policies are available to parents/carers at all times at the setting and specific policies are given in a childs enrolment pack. 

All policies are reviewed annually by the whole staffing team.

All new staff are required to complete an enhanced Disclose and Barring Service check (DBS) and we collect suitable references from previous employment.

Staff and managers are always available to talk to parents about and concerns or to help with advice as required.

The sessions at preschool are set to be flexible so as to meet the needs of every individual child,we very much focus on social skills and support.
Children are involved in their routine,they are encouraged to become independent and curious learners in an environment where they can use their own initiatives and share their own ideas,they are able to move between structured activities as they wish developing self-help skills and a desire to achieve through determination.

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

Most specialist support is put in place through our SENCo and our Early Years Advisory Teacher (EYAT).

The EYAT team specialise in Early Years education for children with SEN. They are based in the Early Years Team in Southampton City council. They are able to support us in a range of areas from accessing specialist care and professional help, to supporting the setting with general advice.
They can help with referrals to:

Speech and Language Therapy (SALT)
Physiotherapy
Occupational Therapy
Portage Services

We are also visited regularly by a designated Health Visitor who will also support us and work closely with our own SENDCo and the EYAT.

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

Our designated SENDCo has completed ‘The Role of the Special Educational Needs Co-ordinator’ training.

She attends termly inclusion conferences organised by the EYATs and information from these meetings are passed to the manager and all other staff through internal meetings.

Regular attendance by the SENDCo to the local Childcare Briefings ensures that we are kept up to date with new strategies and relevant practise, training and legislation.

Our SENDCo also attends other training on specific subjects such as autism and signing.

During 2018/2019 we aim for all staff to undertake training for specific areas we feel needed for the setting,this will involve Makaton training,Early communication etc.

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

Every child will be given the opportunity to take part in outings, full risk assessments will be carried out and specific risks minimised, a copy of the risk assessment will be given to each parent and on display in the setting.

Parents/carers will be asked to complete specific consent forms for each outing the setting makes and asked to express any concerns they have about the outing or their child.

We ensure that appropriate adult/child ratios are maintained at all times, this is always considerably higher than the ratios within the setting.  Parents are always involved and invited to attend any larger outing to local parks etc.

First aid kits and the medication for any specific child will be taken.

 

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

Our setting is as accessible for wheelchair use as is possible to achieve,we have a ramped entrance and a wheelchair friendly toilet.

We have two exit/entry points to the pre-school and staff will help anyone who needs extra support to access the provision.

During our enrolment process we will discuss each childs individual needs and discuss how we can make the environment more accessible if needed.We will also take into account parents/carers individual needs.

Our communication with parents/carers whose first language is not English is based on the individuals request,there are a range of different  tools we use such as written communication,seeking support from others etc.

 

 

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?

Before starting at Busy Bee pre-school we arrange for parents to have ‘Play and Stay’ taster sessions to fit their child’s needs,these sessions are flexible to accommodate other commitments the family may have.

The purpose of these visits is to familiarise parents and children with the setting, to allow time for forms to be completed and to meet staff and other children who will typically be there at the same time as their own children.

Our SENDCo is supernumerary so is always available to discuss any concerns the parents may have at this time about their child’s development.

Transitions within the Setting
Our setting is divided into two groups depending on the age of  each child,this enables children to access age/stage appropriate activities/equipment.

We have a designated area for 2-3 year olds (Honeybees),a designated area for 3-4 year olds (Bumblebees) and lots of communal areas where all the children play together.  When the time comes for your child to move group you will be notified during the preceding term,this will be done by discussion with you regarding your child’s progress and next steps and via a written report.

Each child will be given taster sessions during the previous term and you and your child will be introduced to their new key person,all children and staff will already be familiar with each other as we operate under one roof.

Transition to school
We understand that moving on to school is an important milestone in your child’s life so we ensure that the process is carried out in a professional, smooth and accommodating way. We feed into any school across the city.
All children’s on line journals are completed by the middle of June and sent to the schools prior to your child starting. We also send copies of their ECAT (Every Child a Talker) sheets and any other paperwork which will be needed by the school.

All this information will be shared with parents/carers before being forwarded to the new school.

We arrange visits to our preschool from the reception teachers from all feeder schools and support parents as they actually visit the school with their child.
Our SENDCo is also our ‘Transition Co-ordinator’ and she ensures that for children with additional needs extra meetings are arranged to pass on all relevant information which will ensure that a clear picture of a child’s needs and provision is in place before they move to their new setting.

During the summer term we introduce local schools uniform,literature etc into our setting and the children are encouraged to explore these and talk about school life.

For some children we will provide books made up of details from their new school involving pictures of their teachers,toilet areas,entrances etc and these will be used at home and preschool to aid the transition.


Staff attend relevant meetings during the summer term with reception staff from every local school, where they can discuss the development and needs of every child moving on.

If our SENDCo has identified, along with other specialist services, that a child is likely to require additional support above what is typically available in mainstream school, for a prolonged period of time, we will ask your permission to apply for an application for an Education, Health and Care Plan (EHCP). This will be done in time to ensure your child will receive the additional 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 agreement with Southampton City Council.

Both the SENDCo and senior manager are always supernumerary so 1:1 support is always available if that should be what the child needs to ensure they can access and enjoy all areas of our provision.

Discussion with the parents/carers as to how we feel the funding should be used takes place at the time the application is made,regular conversations take place between the setting and parents/carers to discuss the impact the funding is having on a childs progress/development.

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

Staff carefully plan for the needs of every individual child, taking into account their interests and level of development.

We use the Early Years Foundation Stage, and create plans which identify a child’s current age and stage of development. This allows key people to plan activities which support and encourage the child to work towards their next steps in development. This also identifies areas where a child is showing some delay and needs extra support.

When we feel we need extra support and guidance regarding a child we will arrange for our Early Years Advisory Teacher (EYAT) to visit the setting with parents/carers consent,they are able to advise us if they feel the child needs additional support and will support our funding application to Southampton City Council.

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

We place a high emphasis on parents being the most expert carer for their children and ensure them from the start  that our aim is to work together to provide the best possible care/learning experience for their child.

If additional needs are identified we will discuss this with you and plan to put additional provision in place to support these needs.

We will ask for parents/carers consent before involving any external agency relating to specialist support, including the Early Years Advisory Teacher (EYAT). We plan time to meet with parents to discuss any concerns and are keen to build good open relationships with families to ensure the best outcome is reached for the child.

We send out termly reports as well as arranging to hold informal chats with parents about their child’s progress.

Parents can access their child’s online journal continually and are very welcome to come and talk to staff about their child’s progress and development whenever they would like to. The journal shows which next steps we are working on through written observations, photos of their work and photos showing their involvement in pre-school life. We encourage parents to add photos and notes from home which we use as we assess each child and plan for their next steps. 

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