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Further informationWoolston Pre-Schools are a charitable organisation with professional full time staff and run by a committee of parents. Please feel free to arrange a visit to either of our settings for you and your child to explore what we offer.
This setting has signed up to offer Tax Free Childcare.
As an approved Early Years Education Establishment we receive funding from Southampton City Council Education Service for 2, 3 and 4 year olds, but rely on the participation of parents to support our staff and raise the essential additional funding required to make our Pre-Schools the best possible environment for the children to learn and play.
We acknowledge and respect the parents/carers role in a child’s early development and work in partnership with you to make your child’s time at Woolston Preschool a successful and enjoyable experience.
Woolston Preschool is located in a room on the site of Woolston Infant School, in the residential area of Woolston, Southampton. Our setting is one big room which we set out in all the different areas of the EYFS to support the children who attend to learn and develop at their own pace. The children's toilets are located within the room and are fully accessible at all times.
We access our garden directly from the preschool back door which we have open to allow free access to both our inside and outside areas at all times. The garden is a secure area to ensure the children are safe and supervised at all times.
The whole setting is on one level which ensures it is fully accessible to everyone, whatever their physical ability. We have a separate staff toilet and access to the disabled toilet located within the school, which we can access through double doors located within the preschool.
We have a qualified team of early years practitioners, including a Polish speaking staff member in some sessions. We also have volunteers who regularly come in to support the staff and children with our different activities. All our staff and volunteers are fully enhanced DBS checked.
Lunch club available 11.45 to 12.15. £2.00 We ask that children do a minimum of 2 sessions each week.
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday | 08:45 | 11:45 |
| Tuesday | 08:45 | 11:45 |
| Wednesday | 08:45 | 11:45 |
| Thursday | 08:45 | 11:45 |
| Friday | 08:45 | 11:45 |
| Monday | 12:15 | 14:45 |
| Tuesday | 12:15 | 14:45 |
| Wednesday | 12:15 | 14:45 |
| Thursday | 12:15 | 14:45 |
| Friday | 12:15 | 14:45 |
When a child joins the preschool they are signed up to an online learning journal called “Tapestry”. We ask parents to complete a section of this called “about me” (Unique Child). This document is designed to support preschool staff to gain an overview of the child’s learning and development so far, through a range of questions including; getting to know my family and me, interests and preferences, food and drink, health and development, and sleeping and toileting routines. This document is used by the child’s key person to refer to whilst your child is settling-in and to support staff to gain some insight into your family life.
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.
If you have any concerns about your child’s development, please feel free to discuss these with your child’s key worker or our preschool Special Educational needs co-ordinator (SENCo).
We have a Special Educational Needs Co-ordinator (SENCo) who is responsible for overseeing the provision for children with Special Educational Needs and Disabilities in the setting.
Every child is assigned a key person upon joining the preschool. The key person is responsible for supporting their key children within every aspect of preschool life. We have a strong system in place whereby staff are guided by an experienced management team and their peers to meet the needs of the child.
If there are other professionals or services involved with your child we will work closely with them and follow recommended support plans to meet individual targets. We have experience of working with Speech and Language Therapy teams, Paediatricians as well as Educational Psychologists.
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 practitioners and parents. ECaT is used across Southampton and has had a very positive impact on children’s communication and language.
If we feel that your child requires provision over and above what can typically be resourced within the setting we will work closely with the Early Years Advisory Teachers (EYATS) who can support us to put specific strategies in place 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. Additionally, they can make referrals to specialist services if this is assessed to be the need.
Children are continuously monitored through observations, assessment and planning.
When planning activities for children, staff will ensure that any next steps, the views/interests of the child and any recommended targets are considered. The activities will be planned to ensure they best fit the child’s needs and are adapted accordingly.
If a child is receiving 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. Being aware of these targets, as well as the child’s views/interests, enables us to focus on their individual strengths, ensuring that they are fully supported during their time at the preschool. We then complete an Individual Education and Care Plan (IECP), and will review the progress made regularly. This is carried out every 3 months or when progress is made.
Parents are given regular feedback regarding their child’s progress through various formats including termly parent’s evenings, through your child’s online learning journal, “Tapestry” and through direct feedback. We will also send out a termly newsletter / ‘Tapestry’ updates to keep you informed of any specific topics or activities we have planned.
Parents are welcome to book appointments to talk with their child’s key person at any time in order to discuss progress and next steps. If we receive updated targets from other services such as Speech and Language Therapy, we will update parents when we receive them and in our termly meetings.
We are happy to support families as best we can to implement strategies at home and will refer to services/training where appropriate/requested.
Within the management structure of Woolston Community Preschools, our managers, alongside the management committee are responsible for all our policies, including: Health and Safety, Safeguarding and Behaviour Management. Their role is to ensure all staff are aware of policies and that they are implemented correctly. All policies are subject to review either annually or as and when a change is required.
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
- Enhanced Disclose and Barring Service check (DBS).
Staff are always available to talk to the parents, should they need any advice, support or guidance regarding their child.
There is an emphasis within the preschool on social support for the children. We have flexibility which allows the daily routine to be adapted to suit individual needs.
Children are involved in their daily routine. There is lots of opportunity for them to “free flow” around activities of their choice. Staff encourage the children to be as independent as possible, and the environment supports this. The setting also promotes self-help skills.
Our setting is supported by a designated Early Years Advisory Teacher (EYAT). The EYAT team specialise in early year’s education and children with Special Educational Needs (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)
- Physiotherapy
- Occupational Therapy
- Portage services
- Specialist Teachers for children with sensory needs.
We also have a designated Health Visitor, who will visit the setting when required.
Our Special Educational Needs Co-ordinator (SENCo) within the Preschool has completed “The Role of the Early Years Special Educational Needs Co-coordinator” training.
Both our SENCo and manager attend termly Inclusion Conferences run by the EYAT’s. 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.
We have occasional trips outside of the setting. All trips require a risk assessment to be carried out and parental consent to be obtained. We ensure that appropriate adult/child ratios are maintained at all times during trips. Parents are welcome 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.
We carefully consider each child’s individual needs when planning activities or trips. If for any reason an activity or trip is not suitable for a child, we will make necessary reasonable adjustments to ensure that the child can be included as much as possible.
Our preschool is based within a school setting and is all on one level, we have wide doorways and all areas are wheelchair accessible.
There is potential funding available for equipment that your child is assessed to need by health services.
The setting offers visual stimulation 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.
Starting at the Preschool.
Before starting at the preschool, parents are invited to bring their child for a ‘stay and play’ session. The purpose of this is to familiarise parents and children with the setting and to meet staff and other children whilst offering a “taster” of a typical day. We take this opportunity for parents to also meet their child’s new key person.
In addition to the stay and play session we also request that two members of staff come to visit you and your child in your home. This enables parents and children to meet us in their own environment, to ask any questions you might have and it is another opportunity to meet your child’s key worker.
Starting school.
All children’s Online education journals (Tapestry) are completed by the end of June 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.
We attend the ‘Transition meetings’ that are arranged by the Early Years Advisory Teachers which all the local schools and Early Years’ settings in the area are invited to. We will discuss each child with their new school prior to them moving on. Some schools will arrange visits with us to come and see the children within their preschool environment.
If your child has additional needs, we will try to 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 child is likely to require support above what is typically available in a mainstream school, for a prolonged period of time, we will ask your permission to apply for a statutory Education Health and Care Plan (EHCP). We will do this in a timely manner to ensure that your child has the support they need upon entry to school.
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 cases when we apply for funding for two or more children jointly, based on their level of need.
Our staff carefully plan for each individual child within the preschool, taking into account their interests and level of development.
The staff are guided by the Early Years Foundation Stage, and use plans which identify and track a child’s current age and stage of development. This allows staff to plan activities which support and encourage the child to work towards their next development milestone. In turn, this will identify any areas where a child requires extra support.
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 EYAT 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.
We recognise that parents are the expert on their child and place a high emphasis on parental involvement in all aspect of every child’s learning, regardless of need.
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 will get your consent before involving any external agencies relating to specialist support, including the Early Years Advisory Teachers (EYAT’s). We encourage open dialogue around areas of concern and are keen to work with families to enhance outcomes for the child.
We hold termly parents meetings to discuss progress in a more formal capacity.
Parents can track individual progress through the use of a child’s “tapestry” Journey – whilst this is the place where staff collate observations, pictures and evidence of an individual’s work, we also encourage parents to share their own observations, notes, and comments as well as pictures and videos.