Dinton Pre-School

Pre-school Playgroup located in Dinton and Aylesbury in the District of Aylesbury Vale.

Provision to cater for culture and diet.

Who to contact

Contact Name
Valerie Partington
Contact Position

Where to go

Village Hall
Dinton Hall
Upton Road
HP17 8UQ
Venue Notes
  • Bus route 280. 
  • Car parking available outside the pre-school premises.

Other Details

Table of costs
Table of costs
AgeAmount £Cost Type
2 years 5.75 Per hour
3 to 4 years 5.25 Per hour
Cost Description

Childcare vouchers accepted.

Childcare Information


Immediate vacancies

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Childcare

This Provider is offering 30 Hours free childcare places

Age ranges
From 2 years 9 months to 5 years
When is childcare available?
Term Times
No. of weeks a year we are open
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 15:30
Tuesday 09:00 15:30
Wednesday 09:00 15:30
Thursday 09:00 15:30
Friday 09:00 13:00
Other Availability

Available Session times:

  • 9am to 12 midday 
  • 9am to 1pm* 
  • 9am to 3/3:30pm* 
  • 12 midday to 3/3:30pm* 
  • 1pm to 3/3:30pm*

*these include the lunch box session (packed lunch required).

School Pickups

Pickups/Collections offered
Dinton Pre-School

Ofsted Information

Ofsted URN
Link to latest Ofsted inspection report 

Local Offer


We  aim to offer an inclusive setting where our children are at the heart of everything we do and parent partnership is a high priority. We treat all children with respect and understanding and have developed a range of positive behaviour management policies to support our children's learning and development.

Contact Name
Valerie Partington
Contact Telephone
Contact Email
SENCo Name
Valerie Partington
SENCo Email
SEN Provision Type
Universal service (No referral required)
You Said We Did

We offer the Tapestry Online Learning journal which provides greater opportunity to share and celebrate  with families children's experiences and learning both at home and in pre-school  through observation, photos and ongoing discussions.  

Early Years Local Offer Response

How does the setting know if a child will need extra help and what should families do if they think their child may have Special Educational Needs and/or Disabilities (SEND)?

At Dinton Pre-school we treat every child as an individual. Initially we arrange for parents to visit Dinton Pre-school with their child at which time we will introduce you to the setting manager and your child’s key person. Their role is to develop trusting sensitive relationships with parents and children to enable respectful sharing of information. If you have any concerns about your child’s development you can request a meeting to discuss this in private with them or with the setting SENCO (Special Educational Needs Co-ordinator) Ongoing observational assessments are made of all children and are linked to the Development Matters ages and stages of development which in some cases may identify additional individual needs. In these circumstances the manager would arrange a meeting with you, your key person and the SENCO to discuss how we can best support your child’s learning and development. In addition we also undertake a ‘progress check at age 2’ which provides parents/carers with a short written summary of their child’s development in the Early Years Foundation Stage (EYFS) ‘prime areas of learning’; Communication and language; Physical development; and Personal, social and emotional development. If you have existing or receive subsequent reports from health care professionals, such as health visitors and speech and language therapists which identify your child’s individual needs we would appreciate you sharing these with us in order that our planning remains appropriate to your child’s needs. Our SENCO will offer support and advice to your child’s key person and other practitioners in our setting. She will also, with your consent, liaise with outside professionals, including representatives from the Buckinghamshire Learning Trust Early Years’ Service to seek advice and support if necessary. If you have any concerns about your child at any time you should speak with either the setting manager or your child’s key person who will be able to advise you further.

How will staff in the setting support a child with SEND?

Your child’s key person will work with both you and your child to ensure that we continue to share/use appropriate knowledge concerning your child and their development. This knowledge sharing begins with the ‘All about Me’ sheet which you will be asked to complete before your child attends their first session at Dinton Pre-school. We will continue to work with you to obtain information and help in preparing Education, Health and Care Plans (EHC's)  to support your child. Ongoing observations, assessments and evaluations will all contribute towards your child’s EHC with your child’s key person overseeing and supporting development targets. We will work in partnership with you and your child, reviewing the plan targets, planning new targets together and offering ideas for you to use at home to support your child. At Dinton Pre-school we promote an ‘open door’ policy and our aim is to be both welcoming and respectful to all children and their families/carers.

How will the curriculum for the setting be matched to a child with SEND's needs?

Every child is viewed as ‘unique’ therefore we plan for your child’s development based on observations of your child and evidence gained for their Learning Journal. The environment your child plays in, will be appropriate for their needs and additional support or resources will be supplied as appropriate. Through ongoing assessment, your key person will plan for your child, based on their interests and using information obtained from your child’s  online Learning Journal such as observations, individual development plans/targets and photographs of your child’s progress and development.

The Tapestry Learning Journal is accessible online so parents can both view and contribute to it.  By spending time observing and playing alongside your child we will develop an understanding of the activities/experiences that are of interest to them and their level of supported/unsupported involvement enabling us to create an environment appropriate for their learning and development. If necessary the SENCO will seek additional training for staff in order to meet your child’s needs.

How will staff work with families about how a child with SEND is doing and how to support a child's learning?

A strong relationship between the setting and parents is important. Dinton Pre-school has an open door policy and you are welcome to speak to the manager or your key person at any time regarding your child’s development. Assessment systems are in place such as the 2 year progress check and individual progress tracking which are all linked to the Early Years Foundation Stage (EYFS) ages and stages of development. Our observations and ongoing assessments provide us with a monitoring tool that enables us to identify any additional support required and our highly skilled practitioners ensure children’s needs are quickly identified and supported through their Education, Health and Care Plan (EHC). The setting manager/EYP (Early Years Professional) also arranges regular ‘Family Link’ learning activities to help you support your child’s learning at home. We also offer regular (usually once each term) opportunities to meet with your child’s key person to discuss your child’s development and next steps. If parents/carers work or are unable to attend, telephone calls or emails are available to update you on your child’s progress. In addition Newsletters are emailed to parents on a half termly basis to keep you up to date with what is happening  and provide up to date information about our setting.  The manager and staff are always available to discuss any concerns you have regarding your child’s learning or to provide information and links to a range of information to support parents.

What support does the setting offer for a child with SEND's overall well-being?

Dinton Pre-school offers ‘settling in’ sessions and a home visit prior to your child starting at Dinton Pre-school as we believe this helps your child to become familiar with the pre-school environment whilst still allowing for their initial need to have a close and familiar adult on hand to offer support. These sessions also enable support such as individual care routines for children still in nappies or ongoing health/dietary requirements to be discussed before children commence at pre-school. We are able to administer prescribed medicines once the appropriate form has been completed. If additional training is required to administer medicine we will undertake this as necessary. We have a range of policies and procedures in place that ensure your child’s well being. A list of current policies and ‘read only’ copies of all policies are available in the setting and individual copies can be requested from the manager. We pride ourselves on being an inclusive provision ensuring that children with behavioural difficulties are supported and included in the setting using ‘positive behaviour management’ strategies. Practitioners provide good role models for positive behaviour and receive regular ‘team’ training to ensure a consistent approach is given to all children. Should your child display unwanted behaviour we will always share our concerns with parents to promote a consistent approach between home and the setting. Activities will be adapted to ensure your child is able to interact fully with their environment, and visual strategies-such as a visual time table/Makaton can be used to help them understand our routines. Visual prompt cards are also available for your child to express how they are feeling about a particular activity/event. We are also able to undertake personal care such as nappy changing. Our book corner provides a safe, calm area to retreat to if your child is tired or needs some quiet time to themselves. The safety of your child is paramount. Parents are requested to sign their children in and out and are required to provide details of adults who are authorised to collect their child. We will not allow any child to leave the premises if the person collecting them has not been previously authorised to do so by the parent. We undertake daily area safety/suitability checks and risk assessments as deemed necessary on our equipment, environment or activity. Additionally risk assessments are completed before any trip including short walks around the local community.

What specialist services and expertise are available at, or accessed by, the setting?

Our staff team is highly qualified with a minimum requirement for a key person of a level 3 qualification in Early Years Education. All staff have access to child development training and have experience working with the Early Years age group. In addition, the setting manager is an Early Years Professional who regularly attends training and cascades information to staff members. We have also formed close links with outside agencies, including the Buckinghamshire Learning Trust Early Years’ Service, Speech and Language Therapists, Education Psychologists, Specialist Teaching Service and local schools. If speech and language concerns are identified by the setting, we will advise the parents to take their child to the Speech and Language screening sessions and will subsequently work with Speech and Language therapists and the reports they provide to support the children in their language development.

We have established good links with our local Children’s Centre – Haddenham Children’s Centre Haddenham Library Churchway Haddenham Aylesbury Buckinghamshire HP17 8EE Tel: 07876 598 277 Email: haddenhamcc@buckscc.gov.uk We are supported by the Buckinghamshire Early Years Service who aim to help Early Years practitioners provide the best possible experience for all children in our setting. The team will support practitioners in meeting children’s individual needs through offering phone advice, observing individual children in their setting, suggesting ways to support individual needs, planning next steps with practitioners and parents and sign posting to training. Parental agreement will always be obtained before the Early Years’ Service become involved with any individual child.

What training have the staff supporting children with SEND had or are having?

Our Early Years Professional is responsible for ensuring our staff team has training in all relevant areas. The Early Years Professional manages individual training plans and provides training sessions when required. All staff receive training in behaviour management, communication and assessing children’s development. The SENCO attends termly Early Years SENCO Liaison Group meetings to remain up to date with current policies and procedures. We continually reflect upon our practice and will attend/offer training when a particular need is identified. Staff training records are held on file and relevant training can be viewed on request.

How will a child with SEND be included in activities outside the setting?

All children are welcome to attend trips. We will endeavour to include parents/ carers in the planning of the visit to identify the individual needs of the children child. Parents are usually invited to join us on trips/local outings and all visits or trips would be planned to include all children Risk assessments are carried out prior to the visit including if necessary, provision for any health/diet/medication or mobility requirement

How accessible is the setting's environment (indoors and outdoors)

If you are a parent/carer who has English as an additional language, we can arrange for another family member or appropriate outside agency involvement to support our communications. If required we can arrange for signs, posters, information to be translated or use dual languages. Our main hall is fully accessible by wheel chair through doors which also provide access to the garden area. The garden is flat and suitable for all children to access. We have one disabled toilet with wheelchair access. Visual cues/Makaton signing will be used to support understanding. We can explain the limitations of the building and would make adaptations where possible to existing resources to ensure all children can access them.

How will the staff prepare and support a child with SEND to join the setting or transfer to a new setting/school?

When children join Dinton Pre-school we offer a flexible settling in policy. Before your child joins the pre-school we encourage you to visit the setting several times so that you can both become acquainted with the environment and your key person. In addition we offer a home visit which allows children to build a relationship with their key person in a familiar environment. We also offer a flexible settling in period, if your child is having difficulties settling in. If a child attends another setting or is moving to a different setting we share the child’s ‘next steps’ with that setting. We have close links with the local schools to ensure smooth transitions, this includes visits by the local teachers to our setting, and the schools provide us with photos of the classroom to facilitate discussions with the children in our setting. We are currently able to offer children the opportunity to spend a morning at a local primary school supported by pre-school staff twice in the spring term and once in the summer term prior to their transition to reception . If your child should attend another setting whilst with us or leave to go to another setting we would invite your child’s new key person/teacher and SENCO to attend sessions with your child to help them become familiar with them and to discuss your child’s strengths and needs. We will hold a transition meeting at your convenience, to plan transition for your child into their new setting or school, giving the new setting time to make necessary plans for any changes they may need to make, sharing targets on your child’s Individual Development Plan, and minutes of review meetings along with any other information that may be relevant to your child. It may also be possible to arrange for your child’s key person to attend settling in sessions at your child’s new setting with them, to help promote a smooth transition. All necessary documentation will be passed onto the receiving setting/school. The learning journey will be passed onto the parents.

How are the setting's resources allocated and matched to a child's Special Educational Needs and/or Disabilities?

All children’s individual needs are closely monitored and where additional equipment is required we would endeavour to purchase or source from the local toy libraries. If necessary we will try to access additional funding to provide specialist equipment. We regularly review all our equipment to ensure it supports the Early Years Foundation Stage and would also ensure that staff attend any specific training as necessary.

How is the decision made about what type and how much support a child with SEND will receive?

Through our observation process linked to the EYFS ages and stages of development, and in discussion with you, the key person, the Manager and SENCO will identify what support is required. Extra support will be put in place if necessary with the aim of enabling your child to become independent within the environment. Ongoing partnerships with you, other professionals - including the Early Years’ Service if they are involved, and ourselves will support the discussion making process. Our SENCO will give advice on meeting your child’s needs within the setting in consultation with you and other professionals where necessary with your permission. Our SENCO will advise you on the process of applying for extra support. Reports from health care professionals and other professionals, who are working with your child, will be used to plan support within the setting. The Early Years’ Service or other professionals working with our SENCO will support the decision making process to plan targets. Support Plans will be written with you and will include how you can support your child at home. Staff meetings within the setting will ensure all staff working with your child know your child’s strengths and needs and how to support them.

How are parents involved at the setting?

Dinton Pre-school has an open door policy and we promote and value all parents’ views and opinions. We carry out annual parent questionnaires asking for feedback on our provision. Parents are encouraged to email or phone the manager directly if they have any comments or concerns and we support ongoing dialogue with a child’s key person. We produce a newsletter twice termly, and regularly update our website. Parents are invited to help in the setting and are encouraged to share their interests and skills. Parents are regularly involved in identifying needs, information sharing, identifying targets and next steps to focus on at home and in the setting and in reviewing progress towards these targets at review meetings. Your permission will be sought before involving outside agencies. Once a term the EYP will organise/support ‘Family Link’ home learning activities and we have a ‘WOW’ board for you to share your child’s developmental milestones with the setting. Parents are also welcome to become involved in fundraising (this does not have to be on a regular basis).

What future plans does your setting have for developing its SEND provision for example, training, facilities?

Dinton Pre-school offers provision based on individual needs and we would endeavour to adapt/develop our provision as necessary in response to the individual needs of the child/children in our care.

Last Updated

This record has a record administrator assigned.