About Springwood, Waterlooville

Springwood Preschool and Nursery our a privately owned day care setting, based on Hart Plain infants school site.

We are open from 7:30 am – 4:30 pm 50 weeks per year and offer the following services;

15 hours FREE funding for children age 3 ( the term after their third birthday)

30 hours FREE funding

Two year old funding ( the term after their second birthday)

Term time or stretched offer placements

Childcare for children 0 months to 5 years

Childcare for children 0-8 years during school holidays ( excluding Christmas break, we are closed)

Drop off club for children 4-8 years from 8:00 am-8:40 am transferring the children to school

Strong links with Hart Plain infants to prepare children for school

Cooking sessions

PE sessions

Diddie dance session

Our environment provides space for each child to learn and develop

Willows- Our baby room is calm, cosy and provides a tranquil experience for our babies and young toddler’s under two year’s to investigate sensory baskets, climb in cosy tents to look at books or play hide and peek with our friendly team. Willows provides cots/travel cots for young babies to sleep during the day and a private changing facility for nappies. We follow routines from home. We provide daily diaries which are handed over by staff to parents at the end of each day to discuss what their child has played with/learnt through the day, also noting food times/sleep times and any other information that needs sharing.

Ash- Our two year old room provides space for our children to move, pushing trolleys/prams and ride on cars, climb and build with soft play, look at books and listen to stories with our team, explore our sensory trays filled with foam/water/sand/bark/ paint, dance and sing to the music played in the background or play outside in their own garden. Ash provide a private changing facility within the room for nappy changing.  We support toilet training. We provide cot mattresses for children who take a nap throughout the day.

Oak’s- Our preschool room is focused to prepare children for school. We encourage children to be independent learning to get dressed, toilet independently, put their coat and shoes on, communicate their needs to our team if hungry/tired/unwell and encourage children to follow instruction and routine.  Our preschool routine offer’s structure throughout the day mirroring reception year approach ensuring children learn through play. Our environment is set each week planned around our children’s interests. Child initiated play is supported by our team of qualified staff. We focus during learning time. Adult lead experiences such as learning letters and sounds, focusing on writing and reading is part of our daily routine. We provide free flow to our outside space during each session.

We support children with learning difficulties and/or disabilities and children who speak English as an additional language EAL. Our onsite SENCO ( Special educational needs coordinator) ensure’s each child’s needs are met by supporting their key person to provide achievable targets to develop their child’s needs.  We are supported by The Department for Education, using The Early Years Foundation – EYFS, Which is our curriculum for children 0-5 year’s. We encourage our parents to learn about the EYFS to support there children’s learning at home as well as at nursery/preschool. Our parent’s are invited to meetings each term with their child’s key person to discuss their child’s development and progress. We use Tapestry, an online system which capture’s a child’s learning experience through their time at nursery preschool. Parents have access to their child’s learning journey to view work or photos of play. We use Tapestry as a message system for all parents. We up load news letters/ events/reminder’s/policies. Parents can write messages to their child’s key person.

Every child will receive a key person on arrival of their first session who will capture their development through observations shared on Tapestry. A key person will assess their key group individually and plan experiences to teach their children new skills through play call next steps. Next steps are shared with each parent to work on at home for a better outcome for each child.

Our team of qualified experienced early years professionals work directly with all children through out the day, supporting our children to learn we support our families. Across our team we hold early years qualifications NVQ level 2,3 and 5. Our Early years advisory teacher holds a level 7 EYTS and QTS (qualified teacher’s status )

Springwood Preschool ad Nursery are insured by The Preschool Learning Alliance.

logo Ofsted rated us GOOD!May 2018


Apply for 30 hour funding through HMRC online https://www.gov.uk/apply-30-hours-free-childcare

Apply for Two year old funding online https://www.hants.gov.uk/socialcareandhealth/childrenandfamilies/childcare/payingforchildcare/freechildcare/2yearoldoffer


Children are able to arrive any time throughout the day between the hours of 7:30am and 4:30pm 50 weeks a year

Fee’s are reviewed each year

Fees – Review date 12 th March 2019

£50 deposits for non-funded children to be paid before their first session, refunded when the child leaves

Nursery prices 0-2 years

Full week Monday to Friday 9 hours per day meals included £250

Per session 3 hours                                                                        £17.25

Full day 9 hours, meals  included.                                               £50

Per hour                                                                                          £5.75

Preschool prices 2-3 years

Full day 9 hours meals  included.                                             £47

Per session 3 hours                                                                    £15.75

Per hour                                                                                        £5.25

Preschool Prices 3-8 year olds                                                 

Full day 9 hours meals included.                                            £43

Per session 3 hours                                                                   £15.00

Per hour                                                                                      £5.00

Fees are due to be paid every month on the 10 th of every month, invoices will be given to parents by the first week of each month. Please ask for your invoice

FREE funding sessions are placed at the managers discretion and booked on a first come first serve basis

Late collection charges – each 15 mins                                          £5

Late fee payments charges- per day £5 (frequent late payments will result in a review of hours or cancellation of placement by the managers discretion, please see our admissions policy for more details)

We except 2,3,4, year old Government Funding. This is 570 hours free to use through out the year, either 15 hours per week during term time or 11 hours per week which spreads over the year including the holidays. Holiday club prices are the same as term time.

School uniform

Parents please purchase school uniform on Tesco’s direct website under embroidery uniform and search for Springwood Preschool and Nursery.

School lunches provided by HCC £2.20 per meal non-negotiable

We supply hot dinners £2.20 per dinner, per day, per child.

Breakfast – FREE open between 7:30 am – 8:00 am

Tea- £1.50 per meal

Lunch boxes can be provided, tea can be provided for children staying after 3:30 pm, we have facility to microwave meals.

We ask parents to provide daily snacks or pay £1 per week to donate towards the cost of children’s snack (milk, water, fruits and savoury)

We ask children to wear Springwood’s uniform to protect their own clothes and prepare children for their school transition.

Please click on “resources” to view Ofsted reports for Springwood

Staff at Springwood, Waterlooville

All members of our team hold full and relevant early years qualification. We also hold paediatric first aid and are trained in Safeguarding and Child protection. We focus greatly on staff’s continued professional development (CPD) to embrace staff’s skills, abilities and knowledge, to continue to offer the best possible care and education for all our children.


Rachael Clarke – Director

Rachael is owner of Springwood, she has worked in child care since 2008 and has an NVQ L3 in Childcare and a Foundation degree in early childhood studies level 5. Rachael Supports Springwood to provide high quality care and education for children 0-5 years.


Hart Plain Infants,

Hart Plain Avenue




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Springwood Preschool and Nursery

Local offer for SEND

The scout hut





  1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities?

All children attending the nursery are observed on their learning and development. These assessments will identify if your child needs additional support. Your child will be monitored and supported by the nursery and outside agencies with parental consent. Each child has a key person, the child’s main care giver at nursery. Discussions with you and your child will take place with their key person. Springwood cater for children with special educational needs such as autism, speech and language difficulties, behavioural problems, English as an Additional Language, disabilities and social communications difficulties.

Springwood cater for the local diverse community and actively involve groups such as traveller. The nursery are supported by EMTAS Ethnic Minority Traveller Achievements Service. EMTAS support the nursery and families with communication barriers, EAL English as an additional language etc.

The nursery includes all families in parent evenings, home school books and the completion of an ‘All About Me’ book on admission.

  1. How will early years setting staff support my child?

Springwood staff are widely trained in a lot of areas which includes speech and language, and behaviour management. Springwood’s key person approach involves each key person to plan around their children’s individual needs. Each key person tracks their child’s development and reviews their progress termly at parents evening. The home link diary supports communication between parents and key persons. A key person will log in the diary what the child is working on each term and what activity their parents can carry out with the child at home to support their learning. On induction each child receives an ‘All About Me’ form which focuses on their strengths, areas for development, home life, interests and language. Observation, assessment and planning along with the routine of the nursery is explained on induction. Each year Springwood send a Parents’ Questionnaire to each family to gather opinions on the service and support we provide to children and their families. The results are used to inform nursery developments. We use Tapestry an on-line learning journey site for parents to access their child’s learning.

The nurseries SENCO special educational needs coordinator role within the setting is to be familiar with the SEN Code of Practice, monitor records and ensure they are kept up to date regarding to your child’s information, learning and progress, establish and maintain positive relationships with our parents informed of any progress, ensure the nursery staff are familiar with the SEN policy and that it is reviewed annually, and support staff with SEN children. The nursery SEN liaises with the InCO and other professionals, attends SEN support group and coordinates transitions to school.

The SENCO when in need of support from the InCO regarding your child would undertake a process of referral. A form ‘child of concern’ would be completed and a meeting arrange for the InCO to attend the setting to observe your child.

  1. How will the curriculum be matched to my child’s needs?

Every child is different. We take into consideration your child’s progress and plan and support the child at their own pace. We use the Early Years Foundation Stage Curriculum as a guide for a child’s development .The nursery’s Special Educational Needs Co-ordinator (SENCo) and Behaviour Coordinator (BECO) helps children who need extra support. They will provide each child’s key person with support and activities for your child to learn within the area of need. Progress will be evidenced in your child’s learning journal and Individual Educational Plans (IEP) will be written to support learning in the nursery and in the home. IEP’S will be reviewed termly to view your child’s progress. Observations are taken on your child and an assessment is made, which will highlight areas of development that may need to be focused on. Planning will be addressed within these areas of learning.

  1. How will both you and I know how my child is doing and how will you help me to support my child’s learning?

Learning journals hold each child’s observations and assessments, tracking sheets (this form is a guide of where a child ‘should be’ developing), the child’s creative work, along with a photo album telling the story of the child’s progress. Individual Educational Planning forms will also be found within learning journals which explain what area of learning your child needs support in and how the key person and parent can support this at home and at the nursery. Springwood preschool and nursery assess each child’s development through 2 and 3 year old progress checks, this is how Springwood monitor and adapt targets to maintain and challenge a child’s development progress. Parents are their child’s first educator; Springwood nursery involve their parents in their child’s learning and development. Parents are encouraged to be involved in supporting their child’s learning at home. Springwood have an open door policy, parents are welcome to come in at any time. Key persons will discuss daily with you, how your child is doing and any progress made. Termly parent’s evenings are focused on the child development. Springwood newsletters are posted on our website www.springwoodpreschoolandnursery.co.uk monthly, our newsletters contain dates for coffee mornings, parents evening and extra outing trips. Newsletter can be printed for parents who have not got internet access.

SfYC expectation is to include details of how regular and productive contact is maintained with family members. Methods include communication with parents using Facebook or Twitter, as well as the more traditional newsletters and coffee mornings,

  1. What support will there be for my child’s overall well being?

Springwood staff can administer medicines with parental consent. A child with behaviour difficulties will be supported by each member of staff. The nursery Behaviour Officer will ensure each child has Individual Education Plan in place to support their needs. Springwood have a policy in place to support behaviour, Special educational needs and disabilities and inclusion. The child and their family along with the Area InCo service and possibly other agencies such as Portage Plus (a service devoted to supporting children and families with behaviour difficulties) will work together with the nursery to ensure the child receives the amount of support needed. Every child has a choice and a voice. Children are invited and supported to play, learn and develop; however Springwood staff respect that this is on your child’s terms. The nursery has a sensory area to encourage calm down time. Choice boards are located around the nursery to encourage different types of play. Emotions and feeling are discussed within the letters and sounds activities session. Small language groups are held throughout the session to encourage positive language and social skills and to build self-confidence.

SfYC expectation is to include details about appropriate policies and procedures, and the suitability of staff to undertake actions in support of the child.

  1. What specialist services and expertise are available at or accessed by the early years setting?

Each staff member is fully qualified in National Vocational Qualification (NVQ) level 3 or above in child care. They are all first aid trained, and have attended advanced safeguarding training. The nursery’s SENCO has attended course such as SENCO Induction training, Thomas training for autistic children and attends termly SENCO network meetings which contain important changes, legalisation or new ideas and resources to support children with SEN.

The nursery has had basic Makaton training. Springwood use Makaton signing through songs and rhymes, within our language activity groups and through general play, snack time, nappy changing etc. Sign and symbols are displayed around the setting in the appropriate areas to support our children’s communication skills. Springwood has policies and procedures in place to support the running of the nursery and the safety and wellbeing of the children and staff.

Springwood work together with Portage to support children with behaviour troubles. We have had strong support from our children’s centres Specialist Teacher Advisors with help in developing the setting in to a calm sanctuary for children to learn, play and feel safe in.

SfYC expectation is to include details of other professionals and organisations that provide support, as well as details of staff who have undertaken specialist training to support specific roles. Reference could be made to the four areas of SEN that are described in the new Code of Practice.

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

SfYC expectation is to include details of mandatory and specialist training undertaken. Identify particular strengths and where further training is required. Include details of relevant training providers and levels of achievement. Other types of support to enhance training received.

Springwood have six members of qualified staff, each member of staff holds a NVQL3 with in childcare. Springwoods manager holds a degree within Early Childhood Studies L5. The settings SENCO is Thomas trained for children with autism. Each member of staff has attended speech and language training and letters and sounds focus groups. The settings BECO, SENCO and manager has attended Behaviour management training. Springwood staff have attended basic training in Makaton. Each member of our team are qualified in First aid and have attended advanced Safeguarding training.

  1. How will my child be included in activities outside the early years setting including trips?

Trips and outings are advertised through a monthly newsletter. Parents give consent to outing on Springwoods admissions forms when your starts Springwood. Parents and carers are invited to attend if they wish. Depending on their need children will have a one to one support worker outside the nursery. This will be their key person. Visual timetables and picture exchange are used to prepare your child and explain what is going to happen on the outing, allowing them to feel comfortable at all times when out of the nursery.

SfYC expectation is to include processes used to determine suitability of activities for the individual child. Include details of how you liaise with families regarding activities. Include details of strategies and resources used to ensure the inclusion of the individual child.

  1. How accessible is the early years setting environment? (Indoors and outdoors)

Springwood is fully wheelchair accessible. Located around the nursery there are routine time lines demonstrating through photos, symbols and signs the structure and routine of each sessions, visual flash cards (symbols, signs and photos are used to support your child with ‘what happens next’, flash cards can be used to encourage your child in taking part in activities) . Each member of staff supports their key group, and is there to support your child when needed. Throughout the nursery along with signs, language boards, and flash cards children will find dual language books and stories in their own language. The nursery has access to an interpreter if needed.

Springwoods outside environment is spacious. Our back garden has many resources and experiences to offer. We have a wooded area which contains a digging area and an opportunity for your child to view wildlife such as bugs and worms, to our bird box which each year has a nest of young chicks in. Springwood has a real shed to encourage building role play. Springwoods garden provides challenging activities for children to take part in, with in our wooded area we have big tractor tyres to climb on and scaffold boards creating wooden planks along with milk crates and guttering to create structures. Springwood offer quite calm areas for your child to read, and relax in. Bikes and trikes can support children’s physical development along with the space for running, and jumping.

SfYC expectation that the establishment will work with families to identify and address needs in collaboration with other services if necessary. Include details of visual support within your environment such as Makaton. Also details of any adaptations such as steps to include a ramp or hand rails in the toilets, etc.

  1. How will the early years setting prepare and support my child to join the early years setting, transfer to a new setting / school?

Springwood is fully wheelchair accessible. Located around the nursery there are routine time lines demonstrating through photos, symbols and signs the structure and routine of each sessions, visual flash cards (symbols, signs and photos are used to support your child with ‘what happens next’, flash cards can be used to encourage your child in taking part in activities) . Each member of staff supports their key group, and is there to support your child when needed. Throughout the nursery along with signs, language boards, and flash cards children will find dual language books and stories in their own language. The nursery has access to an interpreter if needed.

Springwoods outside environment is spacious. Our back garden has many resources and experiences to offer. We have a wooded area which contains a digging area and an opportunity for your child to view wildlife such as bugs and worms, to our bird box which each year has a nest of young chicks in. Springwood has a real shed to encourage building role play. Springwoods garden provides challenging activities for children to take part in, with in our wooded area we have big tractor tyres to climb on and scaffold boards creating wooden planks along with milk crates and guttering to create structures. Springwood offer quite calm areas for your child to read, and relax in. Bikes and trikes can support children’s physical development along with the space for running, and jumping.

SfYC expectation is to include details of meetings, visits and resources to support the transitions.

  1. How are the early years setting’s resources allocated and matched to children’s special educational needs?

Special Education Needs (SEN) funding is allocated to your child where appropriate. A meeting is held with the child’s family and the key person to discuss how the funding should be spent for the benefit of your child. The majority of the time in the early stages of the funding it would usually be spent to increases staff ratio for a child to gain one to one time with their key person through the week. SEN funding can be used to support staffs training where needed to support children. Funds could be spent on providing resources for children for example to develop an area of learning to support the child’s needs.

SfYC expectation is to include details of funding and resources available depending on individual or whole setting needs.

  1. How is the decision made about what type and how much support my child will receive?

Your child’s key person will observe and make a decision on whether your child will benefit from additional support. The key person will discuss this with the nursery’s SENCO and manager. Never have we in Springwood ever turned down the opportunity to support a child. The extra support is promptly put into place and supported by all team members. An Individual Education Plan is written for the child with parental input. This is reviewed over a term to learn what impact the support has had on your child, and what should be put in to place next.

SfYC expectation is to include how and why the Individual Education Plan (IEP) is developed, monitored and regularly reviewed. Also the use of PRAMS to identify and evaluate a child’s progress.

  1. How are parents involved in the early years setting? How can I be involved?

Parents and the key person work together on their child learning and development. Parents evenings are held termly, and it’s here that the planning for the individual child takes place. This planning is for home and for Springwood. Both parties review their child progress throughout the term and discuss through the child’s daily diary or face to face contact. Springwood organise messy morning, play and stay, bring a man to school day, to involve parents and carers in their child’s learning.

SfYC expectation is to describe the range of ways parent carers can contribute formally and informally to the daily routines of the setting.

  1. Who can I contact for further information?

A parent’s first point of contact is their child’s key person. Springwood has an open door policy and parents and carers are welcome to come in at any time to discuss their child’s progress, face to face. The nursery can also be contacted by telephone 02392 990123 or mobile 07889980712. The nursery has a website www.springwoodpreschoolandnursery.co.uk which has an email system for parents to contact the staff: staff@springwoodpreschoolandnursery.co.uk or through face book – Springwood preschool and nursery.

Parents can contact any of the above contact numbers if they have any concern relating to SENCO or BECO needs.

SfYC expectation is to include name and details of anyone who has a specific role in providing information. There might be a suitable single point of contact who can support and signpost where necessary.






CHILDCARE PROVIDER NAME: __________________________







Name ______________________________________________________________

Date _______________________

Signature __________________________________________















Questions for Educational Services (From the parent carer’s point of view):

  1. What does your service do? What is the key purpose of your service and how does it contribute to better outcomes for children and young people with special educational needs and disabilities and their families?  What are the typical activities that you do?  Do you have any limitations on the amount of time your service will support a child or young person?  Do you provide any on-going support? 

This question gives the main description of what you do to support children and young people (up to 25 years old) and their families. You may wish to read through all the questions first as some of your initial thoughts may be covered in later questions. It may be useful to say if people using the service always need to be accompanied by a parent/carer and be as specific about levels of support provided as you can.

  1. Where is the service located, and what areas does it cover? Where are your main locations and do you work across the whole local authority area? Are there any differences in your offer in different parts of the local authority area?

Hampshire’s Local authority area excludes Southampton and Portsmouth cities, which will have their own Local Offers. You can check Hampshire County Council’s area here www.hants.gov.uk/redirect-district?lgsl-116

  1. Who does your service provide for? What types of need and age ranges do you cover?  What are the eligibility criteria to use your service?  Are there any types of disabilities that you do not provide for?

Remember parents/carers and their children/young people with disabilities are your main audience and some families will have experienced exclusion and rejection due to their specific needs. Be as specific as you can about who you intend to provide services for, in terms of disability and the level of support needed. If there is a type of disability or need that you don’t provide for, try and find a respectful way of saying this e.g. ‘sorry we are not able to support children who are wheelchair users at present’.

  1. How can I start using the service? I can make direct contact myself or would there need to be a referral from someone else and if so, who?  Do you charge for the service and if so, what are the costs?  Can I use my personal budget to pay for the service or to add to the service?  Are there any waiting lists and if so, how long are they?

Referral information needs to be very clear and is a key piece of information that can save parents/carers a good deal of time and effort.

Waiting lists can vary over time; if this is applicable you could put a range e.g. 2-6 months.

If you need to find out more about personal budgets (funding for support, provided by social care, or health) to help you answer that part of the question for your service, please go to (add link to Local Offer entry about personal budgets when available).

  1. How are decisions made about who can use your service? How are these decisions made and who makes them?  How will I know the reasons behind their decisions?  How will you help me understand them?

It is important that you are clear on how decisions about allocating services are made and explain this in straightforward terms in your answer. If you accept referrals from Children’s Services or others, you could speak to these referrers if you need to check how this happens.

  1. How do you communicate with service users and how are they involved in decision making/planning?                                                 What are your usual methods of seeking the views of service users?  Do you use any specialist communication system e.g. signing?  What leaflets and information do you have? How does the service communicate with parent carers whose first language is not English?  How will I know how well my child is doing?  Do you offer any parent training or learning events?

You will need to answer this in relation to parents/carers and children/young people and some of the answers might be different.

You might want to provide a link to any online information or leaflets for your service.

If you use a particular communication method it would be good to explain what it is. For example ‘we use Makaton, an adapted version of sign language that is widely used by people with learning disabilities alongside speech’.

You could explain here how you communicate with families whose first language is not English.

  1. Is your service fully accessible? Is the building fully wheelchair accessible?  Have there been improvements in the auditory and visual environment?  Are there disabled changing and toilet facilities? Do you have a changing places facility? What support is there for a child with additional needs in general areas e.g. waiting rooms?  How will my child be able to access all of the activities of the service and how will you assist him or her to do so?

Please be honest – your facilities may not be as you would wish them to be for all sorts of reasons but potential users would rather know how things really are.

Remember access isn’t just about physical access and building entrances. How do signs within your building help users who can’t read, or see well? How do the care plans you create involve users with learning disabilities? Can you adapt your approaches for someone with autism who cannot manage a change in routine or staffing?

It would be good to put a ‘welcome’ statement here ‘please feel free to contact us in advance to discuss your specific needs and we will work with you to resolve any access issues as far as possible’ (if this is a correct description of your service).

  1. What training are the staff supporting children with SEND had or are having? This should include recent and future planned training and disability awareness.  Are there any specialist staff?  Do any other services work closely with yours?

You do not need to provide numbers of people trained or a formal training plan, just an overview of training that is mandatory for all people working in your service; and any additional training that people do to meet individual needs.

  1. Who can I contact for further information? Who would be my first point of contact if I want to discuss something about my child?  Who else has a role in my child’s support?  Who can I talk to if I am worried?  Who should I contact if I am considering whether my child would benefit from the service?

If you run a keyworker system, you can explain what that means in your service, and also how and when it might be appropriate to contact the manager of the service.

If your service’s eligibility criteria depends on someone else’s decision e.g. a social worker/their managers, it would be good to mention this again here.

  1. How will I know my child will be safe using this service?                                                                                       This is a key question for any parent/carer considering using any service. It is well-researched that children with disabilities can be more vulnerable to abuse so parents/carers of these children are particularly keen to ensure services will manage things well.

You can discuss how you gather information and prepare for supporting people e.g. assessments, and how these will be used day-to-day by staff.

You may wish to refer back to training, and explain who is the responsible person for making sure the service is offered safely. You could mention briefly your process of staff recruitment and how staff are supervised/ managed.

Any regulation that is relevant to you can also be mentioned (e.g. OFSTED, Care Quality Commission) and explain in relation to your service e.g. ‘we are inspected by OFSTED (the government’s main regulator for children’s services) twice a year and at least one of these is not announced’, etc.