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Shortstown Preschool

We take from 2years old including funded and non-funded children. We provide children with opportunities to investigate, be curious and explore, ask questions and become resilient. We encourage children to respect those around them and feel a sense of belonging.


Who to contact

Contact Name
Kelly Bobbett
Contact Position
Assistant Head

Where to go

Shortstown Primary School
Beauvais Square
MK42 0GS
Get directions

Time / Date Details

When is it on
School Day 8:45am-3:30pm

Other Details

Age Bands
0-4 years old
SEN Provision Type

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

All the children in the Foundation Stage Units have a Key Person who spends time developing secure relationships with them. This provides opportunities for observation and support to take place. Key People will identify children who require extra help or support and will speak to the SENCO about next steps. The Inclusion Manager will then provide support to the staff, children and families. Parents are encouraged to speak to their child’s Key Person/Class Teacher and share any concerns they have around their child and their needs. It is important for the staff and parents to work together to support the child in their development. 

How will early years setting/school/college staff support my child/young person?

Staff in the Foundation Stage Units will support the children through role modelling and guiding them to take part in a range of activities. They will use clear simple language alongside visual pictures to ensure they understand. Staff will have built up a positive relationship with the children and know their likes and dislikes to ensure they are catering for this. 


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

The Foundation Unit works from the Early Years Curriculum and tailors the activities, lessons and opportunities through the child’s interests as well as identifying areas of development. The curriculum is matched to the child’s strengths to ensure challenge in these areas is provided and the child is stretched to continue to develop their interest as well as supporting those children in areas which are not yet as developed.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Parents and staff have regular meetings to discuss how the children are learning. Discussions range from a quick update to more detailed meetings about where they are finding it difficult and how we can support them. Staff will provide activities, ideas and examples to help parents to support their child’s learning at home and encourage the use of Evidence Me to show what they are doing. IEP meetings will happen if the child is still finding it difficult and these meetings again provide the opportunity for parents and staff to share their concerns, the positives and create a way forward positively with the child are the forefront. 

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

Children’s wellbeing is supported through circle time discussions around a particular theme or a story to talk about different feelings and emotions. Also we use Kipsy the Caterpillar where all children have a caterpillar which they are encouraged to place on a feeling petal which identifies how they are feeling that day. The member of staff completing this will ask the child why they are feeling a certain way and will listen to their response. We play social games as well as yoga sessions which helps the children to remain calm and positive.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

In school we have experienced staff in SEND who are not on class to support with children who have extra needs. This helps both the child as well as the staff who are caring and teaching them. We access lots of different specialist services including Educational Psychologists, Speech Therapists, Chums, Play Therapy, Early Years Advisory Team, CDC professionals

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Most staff have had training around Speech and Language needs. We have also supported staff with behaviour training and we will be having ADHD and Attachment training in September 2021. The Inclusion Manager provides regular training on INSET days and our SEND Lead TA also supports with training staff when required.

How will my child/young person be included in activities outside this classroom including school trips?

All children are included in activities outside the classroom. Their parents are informed of the activity if it is a outside school trip and how we will support them either through an adult in school being with them or the parent being invited to join the trip. In school activities the parents are informed and the staff will provide extra support, smaller groups or speak to the provider and see what they suggest is best.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Transition is a major time in a child’s life and we believe needs to be carefully planned. The whole school including the Foundation Stage Unit transition from their current classroom to their next year group after the May half term where they stay until the summer holidays. This enables them to settle into their new environment, get to know where things are, build positive relationships with their new staff and feel comfortable about returning to school in September. Parents are informed of this process.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Each year group is able to identify the needs of their cohort and provide a list of resources needed for their special educational needs. This can be at any time in the year and the Inclusion Manager will provide support with this.

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

Depends on what the child’s needs are and what will benefit them the most. School staff will discuss with the Inclusion Manager what they feel is helpful and what is not needed for the child and the Inclusion Manager with the Head Teacher will make the final decision. Parents will be informed of the decision and included where possible in helping to formalise this.

How are parents involved in the setting/school/college? How can I be involved?

Parents are welcomed to join their child in preschool to help settle them in. They are encouraged to stay as part of our settling in period. All parents are included in Evidence Me where they will receive updates half termly of observations their child has completed within school and are encouraged to regularly send in Parent Shares with the school to be included in their learning journeys. Come and Learn sessions are provided throughout the year for parents/families to attend and feedback questionnaires encourage parents to share their thoughts, feelings and ideas with the staff. Parents are provided with newsletters, information on the website and letters linked to their child’s class topic encouraging them to share any knowledge, skills, interests with their child’s class or other classes.