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Harrowbarrow & Metherell Pre-School
Services and organisations that have the Local Offer flash have filled out inclusion information, meaning that they meet the needs of people with Special Educational Needs and Disabilities (SEND)

We are a well established preschool with 3 experienced and friendly members of staff, who all have level 3 qualifications in early years and paediatric first aid. We hold our sessions in a purpose built, secure out building on Harrowbarrow Primary School site. We have a secure walled and fenced outside area, which also has a covered area, allowing us to use this area and be outside in all weathers.

We have excellent links with Harrowbarrow Primary School and work closely together with the reception class to make the transition to school as easy as possible for children that attend the pre-school as they approach school age.  We do this by arranging weekly visits to the Foundation class from March with the Foundation Teacher so good relationships can be made.

We also use the forest area of the school on a Thursday afternoon for further outside learning. 
We provide and plan a variety of activities based on the child's interests and stage of learning and development. We have lots of different recourses available to children both inside and out to provide them with many opportunities to learn as they play as well as building their independence and social skills ensuring that they are as well prepared for school and future life as possible.

We are registered with Ofsted, the charities commission and pre-school learning alliance.

Who to contact

Contact name
Emma Stidwell
Contact position
Play Leader
mobile 07773640139

Where to go

Harrowbarrow Preschool
School Lane,
PL17 8BQ

We are in the heart of the village and have parking available just across the road in the village hall car park plus we have a bus which passes through at regular intervals. It is bus route 79. 

Other details


Table of costs
Table of costs
AmountCost Type
£3.90 Per Hour
We charge per hour per session unless entitled to governmment funding

Inclusion within our setting

Wheelchair access

Has provision
Ramps, wide doors, toilets and parking.

Dietary needs

Has provision
Experience with
Lactose free
Egg intolerance
Nut allergy
Dairy free
We will cater for any dietary needs during our snack time and cooking activities. Lunch is a packed lunch provided by the children's parents.

Cultural provisions

Has provision
Experience with
Yes would have an understanding
All religions and cultures are welcome at our setting, we celebrate many festivals including Chinese New Year, Easter, Hanukkah and Christmas. we have many multicultural resources to help our children celebrate diversity. We have posters, books, dressing up, dolls, puzzles, CDs and we also do cooking activities. We have access to the EAL library loan box service and in the past we have invited a Chinese parent into the setting to join us for sessions and to help settle her daughter and teach the staff some Mandarin.
Languages spoken

Currently only English is spoken at the setting.  We do say hello in different languages at registration, these languages include French, Spanish, Mandarin, Italian, Russian and Swahili. We also teach the children some basic Makaton signs.

Pet provisions

Are there any pets at the setting?

Childcare information


Immediate vacancies
Currently have vacancies for all sessions - minimum age is 2years
Date updated

Funded places

3 & 4 year old funding
2 year old funding

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 08.30 16.00
Tuesday 08.30 17.00
Wednesday 08.30 17.00
Thursday 08.30 17.00
Friday 08.30 16.15

School pickups

Offers pickups

Inclusion details

Saint Piran's Flag
SENCo name
Emma Stidwell

Early Years Local Offer response

Learning and development

Systems and strategies we have in place to identify children that may require additional support

Upon registration we ask all parents to fill in the 'All about me' form which provides the staff with all the relevant information. We use the EYFs tracking sheets for all our children as well as the development matters, we also follow the 'plan,do,review' system for each individual child and ensure each of their needs is met. Our setting also uses the ECAT monitoring tool for each child and this enables the staff to identify any additional help needed with Speech and Language and any extra resources or activities are put into place. At our setting we carry out two year checks on all two year old's and the information is shared with the parent and their health visitor. Every child aged 3+ is also given an summative assessment of all seven areas of learning, these are carried out every term and are shared with the parent and other settings the child may attend if applicable.

How we identify and support children's learning and development needs

The SENCO has attended SENCO induction training, visual support, behaviour management and makaton training in order to be able to support children with learning and development needs. Further training is always being undertaken in order to provide the best service. We follow specific targets written by outside professionals and liaise with them regularly on the child's progress and to ensure they are meeting their targets. We use visual supports within our setting such as a timeline, spot timers and the 'now and next' boards, other visual aids can be implemented to support the child's needs. Makaton sign language is also used within the setting to enable all the children communicate with each other. At present we are working closely with the local Speech and Language therapist to carry out the small group work targets that has been identified for a child.

Links we have to other agencies

At the setting we have really good links with the Early Years inclusion service team who visit us annually and also support us with individual children and we are working closely with our local Speech and Language therapist. We have excellent links with Harrowbarrow primary school and the local childminders and we work closely together to achieve the best for our children. We also have good links with our local children's centre teacher and welcome them into our setting on a regular basis.

How we support children transferring to school

Our main feeder school is Harrowbarrow Primary and we visit the reception class weekly after Easter to join the teacher for learning together and story time. We also use the schools forest area for outside learning on a weekly basis. We also hold community parties at Easter, Halloween and Christmas, this provides another opportunity for the preschool children to mix with the school children and build relationships. The foundation teacher from our feeder school is invited into the setting to liaise with the staff and to visit the children and begin the process of building relationships. We also invite the foundation teachers of any other primary school our children may attend in to setting so they may do the same. Learning journeys are shared with the teachers and transfer documents are written for each indivdual school leaver, these are shared with the child's parent before being given to the teacher. We have used photos of the school in the past to help any child requiring extra transitional support to familiarise them with the surroundings and the teacher.


Specialist skills or training our staff have

The staff have attended training in Makaton, Behaviour management, SENCO induction training, Safeguarding and Visual supports, further training is always being attended.. Our staff have experience with attending to the needs of children who require inhalers, creams for eczema and dietary medicines. All our staff are trained in paediatric first aid and on how to use Epi pens and defibrillators. The staff have had experience working with children with specific needs such as downs syndrome, autism, ADHD and physical disabilities. The staff also have had experience in using PECs to aid some children in their ability to communicate.

Support we offer regarding children's health and well-being

Within our setting we promote children's health and well being by having a daily 'special person', this child gets to help set up the snack table, do the weather board, choose the story for story time. We use reward stickers if the child likes them and talk about our emotions using the emotions board, puppets and stories to help the children understand how and what they are feeling. We encourage children to bring in items from home or which is found en-route to preschool for show and tell and we have a preschool bear called Patches that the children are allowed to take home for up to a week to share their experiences with outside of preschool and the parents are encouraged to record his time with them in his diary. Each child also has a key person allocated to them upon registration, though we do change this if it is observed that the child has formed an attachment to another staff member. All staff have attended safeguarding training and it is regularily updated, our designated child protection officer is Emma Stidwell. Daily risk assessments are carried out by staff on the room, garden, kitchen and toilets. All risk assessments are recorded and stored safely within a folder for later use if required. A quiet area is provided with cushions and blankets for children wanting to partake in quieter activities or to just have some quiet time. We have an open door policy within our opening times and a password system in place for anyone who collecting a child that is not the designated person. The password is arranged with the designated person prior to the person collecting the child. The staff have had experience and been involved in the Early support process and have attended TAC meetings, we have also engaged with the Early Years Inclusion Service to support children's needs.

Ways we inform parents about how their child is being supported

At the setting we welcome our parents to talk to our staff about their children at any convenience to ensure needs are being met and information shared promptly. The learning journeys are sent home with the summative assessments every term, though parents/carers can look at them at any time they choose. We also encourage parents/carers to contribute to their child’s  learning journeys by providing photos, pictures drawn at home and by filling in the 'at home i could' forms, we also encourage them to leave feedback on the summative assessment form. We also do handover to each parent/carer about their child's day at the end of each session. We share our planning with the parents and encourage them to write down any ideas they may have on a wipe board so they can be added to our planning.

Our complaints policy

We take all complaints seriously and provide a quick easy step guide which is displayed on the parent board. Our policy folder is also always accessible to all parents and carers. All complaints are confidential and only shared with those who need to know.


Alterations we have made to make our building accessible

Our setting has wide door frames, an accessible toilet  to accommodate for wheelchair and walking frame access. We also have visual supports to label our environment showing where the fire exits are .we also use stop signs on all restricted areas.

Facilities we have for personal care

All staff, committee members and volunteers are DBS checked to ensure suitability with working with children. Children are changed in the toilet area on a changing mat, all staff wear gloves and aprons when changing a child and fresh clean gloves and aprons are worn for each child. Where possible children are encouraged to change their own clothes to promote independence, support is given if needed. At our setting we encourage the child's key person to be responsible for changing their child where possible, this helps further support the positive relationship between the child and their key person.

Specialist resources we have

We provide an additional childrens seat for the toilet for the children wishing to use it.and potty. We have made sensory bottles and shakers with the children and we have made our own light box. We also use speech and language resources within our planning, we are currently using the 'Toddler talk' cards to support and resource activities.

How we include all children in activities, such as trips

Trips and activities are open to all children within our setting and our parents are invited to take part.All necessary risk assessments are carried out prior to all trips to ensure the safety and suitability for all our children and staff/volunteers. Only reputable company's are used for any transport needs and any additional requirements needed are arranged with the company prior to the trip taking place. All staff/volunteers are made aware of any signs or needs a child may use or have to ensure every child is included. Visual supports would also be used prior to the trip and during to support and child who may require it to aid their understanding and ease any anxieties they may have.

Last updated: 30/10/2019

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