New Millside Pre-School
Pre-School located in Aylesbury in the District of Aylesbury Vale.
New Millside is a Good with Outstanding Pre-school, providing a high-quality learning environment which is affordable and accessible to children aged 2 to 5 in a safe, supportive environment working in partnership with parents and the local community.
New Millside is a Rights Respecting Early Years Setting, and has the UN Convention on the Rights of the Child at the heart of all of its core values. We have created a stimulating, fun and safe environment for all the children in our care.
Who to contact
Where to go
- Broughton Infant School
- HP20 1NX
- Venue Notes
- Table of costs
Table of costs Age Amount £ Cost Type All Ages 21.00 Per session
- Cost Description
- Breakfast club available at £4.00 per session.
- Lunch session £5.00
- Childcare vouchers accepted.
We have limited spaces
- 3 and 4 year old funding
- 2 year old funding
30 Hours Childcare
- This Provider is offering 30 Hours free childcare places
- 30 Hours Partner Summary
- We will be offering a limited number of 30 hour places.
- Age ranges
- From 2 years to 4 years 6 months
- When is childcare available?
- No. of weeks a year we are open
- Opening Times
Opening Times Day Opening Time Closing Time Monday AM 09:00 12:00 Monday PM 12:30 15:30 Tuesday AM 09:00 12:00 Tuesday PM 12:30 15:30 Wednesday AM 09:00 12:00 Wednesday PM 12:30 15:30 Thursday AM 09:00 12:00 Thursday PM 12:30 15:30 Friday AM 09:00 12:00 Friday PM 12:30 15:30
- Other Availability
- Lunch session available between 12 to 12.30pm everyday for children who stay all day.
- Term time only.
- Pickups/Collections offered
Broughton Infant School
Broughton Junior School
- New Millside Pre-School
- Children attending breakfast club will be taken to the Infant School for 8.45am. The Infant School then take the Juniors.
- Ofsted URN
- Link to latest Ofsted inspection report
New Millside is fully committed to providing an inclusive environment accessible to all children from the ages of 2 to 5, giving all children the opportunity and resources to develop and extend their development across all seven areas of learning. We strive to provide a nurturing and stimulating environment where children can feel safe and cared for building their confidence to grow and develop.
We feel passionately that all children deserve the right to learn and develop in their own individual way and offer a curriculum that caters to all abilities ensuring that all children are given the support and resources to have their voice heard.
- Contact Name
- Karen Barnes
- Contact Telephone
- 01296 489457
- Contact Email
- SENCo Name
- Karen Barnes
- SENCo Email
- Local Offer Links
Website including all policies & procedures
- SEN Provision Type
- Universal service (No referral required)
- You Said We Did
Parents have fed back that this is a welcoming setting with a lovely atmosphere and staff are approachable and easy to talk to. Parents of children with additional needs have given positive feedback and are pleased with the progress their children have made.
We have had very positive feedback from professionals such as Speech and Language Therapy and Paediatricians who have said we have a very good understanding and good resources which are used well within the setting to support children with additional needs.
Early Years Local Offer Response
- 1. What recent SEND specific training has been completed by practitioners in the setting?
- Identifying Speech and Language Needs Developing Targets - 02/05/2019
- Being two, understanding and supporting the needs of 2-year-olds - 17/10/2019
- A guide to observation, assessment and planning in Early Years - 21/10/2019
- Good Autism Practice - 14/10/2019
- Understanding Children's and Young People's Mental Health - 01/02/2019
- Makaton - 14/05/2019
- Personal Care and Managing Medicines for children and young people - 20/06/2019
- 2. How are parents involved at the setting and how can I be involved?
We have an open door policy and parents are welcome to stay and play sessions, meet with the key worker, manager or SENDCo at any time. Parents are also encouraged to join the committee and are directly involved in decision making for the preschool. We also welcome regular or Adhoc volunteers, and have Grandparents that come in to read and play to the children each week. We use Tapestry an online learning Journal and parents are encouraged to upload photos and observations of achievements at home, so we can link these to the EYFS for a more complete journal. On starting we ask for a family profile and individual child one page profile so that we can understand and support your child effectively.
We have a Facebook page which has a messenger facility for any out of hours concerns or questions. We also post regularly to keep you updated on events. We will contact you by email, text, phone call and letters sent home via your child. You can specify your preferred method of contact and we will also offer translation facilities wherever possible. We have a parent suggestion box and also send out parent questionnaires so you can give us feedback to improve the setting. We offer two parents evenings a year with individual allocated time slots.
- 3. How will practitioners work with me to share information about my child's progress? What is additional for children with SEND?
We do baseline and 2 year progress checks and next steps for all children which are shared with parents. We offer two Parents evenings a year with individual allocated time slots and have an Open door policy, individual meetings with the key worker, Manager or SENDCo can be arranged at a time to suit you. Individual developmental trackers are sent out to parents three times a year. We encourage parents to contribute to their child’s individual Learning journey by uploading photos and observations from home.
Children with SEND have individual APDR (Assess, Plan, Do, Review) targets shared with parents and individual SEN Plans. Parents are invited to contribute to these plans and identify areas they would also like to focus on. Feedback is given from outside professional visits such as Speech and Language and invites to attend meetings with outside professionals so that their views can be heard. Open door policy to meet with SENDCo. Parents are invited to attend reviews for EHCP’s. We share resources with parents to support achievements of outcomes for those children with SEN. We offer a separate quiet SEN room so that individual activities to support development can be carried out in a distraction free environment with a key worker and outside professional. We use home to school books to support those families who’s children may have communication difficulties to ensure their day can be shared and that effective communication can be maintained to support the child.
- 4. What specialist services and expertise are available at, or accessed by the setting?
We regularly access support from a variety of specialist services such as Speech and Language Therapy, Specialist Teaching services including Downs Syndrome Specialist Teachers and all staff have had training to support those children on the Autistic Spectrum. We also have established links with the OT service and have developed a wide range of resources across all areas. We have staff trained to use Makaton and all staff are trained to use visual support. The SENDCo has had PECS training and achieved levels 1, 2 and 3 for supporting children on the Autistic Spectrum and SEN support staff have been trained to deliver PALS. We have a dedicated SEN room to provide a distraction free environment for key workers to work on SEN plans and APDR outcomes with their children and this is also used by visiting professionals when necessary. Staff have extensive experience of and training for supporting children with communication and language difficulties and the setting is well equipped with resources to support language development. We have worked closely with the Hearing support team and have experience of working with children with Cochlear implants.
Staff are all First Aid trained including the use of Epipen’s. We have experience of and trained to support children with Epilepsy and the use of medications to support this and those children who have diabetes or allergies. We have a named Inclusion Consultant and are supported by Bucks Early Years Service.
- 5. How accessible is the setting's environment (indoors and outdoors)?
We have wheelchair access at the front and rear of the building and a toilet that also provides wheelchair access. We have a dedicated SEN room to provide a distraction free environment for key workers to work on SEN plans and APDR outcomes with their children and this is also used by visiting professionals when necessary. The SEN room has sensory and visual equipment including adapted seating and sensory lap blankets. We use visual timetables as a group and individually and have a blackout tent and ear defenders for children with sensory sensitivities. We also have a Connevans sound system in the building which ensures even distribution of sound to support all children especially those with hearing difficulties.
The outdoor area is spacious and easily accessible and usable for all children. We use home to school books to support those families who’s children may have communication difficulties to ensure their day can be shared and that effective communication can be maintained to support the child.
- 6. What are the transition arrangements for supporting children and families?
Children with additional needs and their families have individual transition meetings with the SENDCo and Reception Lead the term before they move up, and a series of individual transition visits is arranged in addition to group transition visits. We ensure that each child receives individualised transition plans that include images of their next setting, opportunities to have early access to uniform and time to familiarise themselves with the new environment.
For children entering preschool we offer play and stay sessions before the start date and individual meetings with parents to discuss any concerns, we can also apply for funding with identified needs before start date If necessary, so we can increase our adult to child ratio to allow an individual support worker to be put in place. We have a move up day and offer all new children the opportunity to attend a two hour session with other new starters. Where necessary we will do home visits before start date.
We follow the Penny Tassoni 5 steps to leaving policy to ensure that all children feel safe and secure when starting at preschool.
We have an EAL Lead and have a structured support system, we offer communication methods that best suit the individual including staff able to translate Urdu AND Punjabi.
- 7. What future plans does your setting have for developing its SEND?
We plan to give all staff Makaton training, and continue to develop and train staff in Autistic Spectrum Disorders and how to support Speech and Language difficulties.
We plan to continue with the development of our SEN room and to develop a SEN area in our outside grounds.
- Last Updated
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