Information for families in Bournemouth, Christchurch and Poole

St Andrews Church Pre-School

We are a small friendly pre-school in the heart of Charminster serving the local community. We are made up of a team of dedicated, qualified and experienced educators. We are a non profit making organisation run by a committee of volunteers, mainly parents and ex parents of the pre-school. Our vision is to be inclusive and welcoming to all children and their families and to provide a safe and happy environment in which children from all backgrounds and cultures will begin to develop lifelong emotional and social skills. Each child will be nurtured with sensitivity to their individual needs within an ethos sympathetic to their own beliefs.
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Venue/Contact Details
St Andrews Church Pre-School Committee
01202 950300
07922 491856
123 Shelbourne Road
123 Shelbourne Road
See Journey Planner on the right-hand side of this page, where you can view bus, car and train routes from your location.
Childcare type
Pre-School Playgroup
Provision type
  • Childcare on Non-Domestic Premises
Overall limit on childcare numbers
Times and Costs
Opening times:
Monday 08:00-14:00, Tuesday 08:00-14:00, Wednesday 08:00-14:00, Thursday 08:00-14:00, Friday 08:00-14:00
  • School Term Time Only
Cost per hour: 6
Other Costs:
Refundable deposit and administration fee payable for new starters Snack and resources fee charged per session Activity fee payable per half term Any additional hours are £6.00 per hour Discount applicable for siblings if they attend at the same time. In the event of late collection of your child we may charge a fee
Ages, Booking Details and Referral Information
From 2 years to 5 years
Vacancies and School Pick Ups / Drop Offs
Immediate vacancies
Vacancy information
ages 2 - 5 years we currently have no vacancies at the moment
Number of vacancies
Religious and Additional Needs Provision
Additional needs supported:
  • Autistic Spectrum Disorder
  • Global Development Delay
  • Hearing Impairment
  • Medical Condition, including Allergies
  • Moderate Learning Difficulty
  • Multi-Sensory Impairment
  • Physical Disability
  • Severe Learning Difficulty
  • Specific Learning Difficulty
  • Speech, Language & Communication Needs
  • Visual Impairment
Special dietary provision
SEND Local Offer SEND

How do you communicate with the parent / carer whose child has SEND?

We use a variety of means to communicate with parents/carers including:

  • Daily Communication Books
  • Learning Journal
  • Face-to-face meetings including TAF meetings.
  • Our website and Facebook page has a Virtual Tour, with signing.

Also: Telephone, Email, Half-termly Parents Newsletter, Noticeboard, Window displays, Letters, Questionnaires, ‘Our Day Today’ photograph album. We have an ‘open door’ policy and parents can speak to the manager/key person at collection/drop-off or arrange a private discussion at convenient time in our meeting room.

How do you help children settle into your setting?

  • New Stater booklet with pictures sent out prior to starting, together with bookbag.
  • Virtual tour available, with signing, on website/Facebook page.
  • New Stater visits/show arounds, attended by SENCO.
  • Key person system, with ‘buddy’ key person system in place.
  • ‘All-About-Me’ completed by parent/carer and shared with key person at the first settling in session. This provides key information to help with settling in process, including photographs of family/pets; dietary/medical needs; SEND/referral information; likes/dislikes; favourite toys/activities etc.
  • Parents encouraged to stay for 1st session, and then for as many additional sessions as needed, as we recognise some children need longer to settle.
  • Shorter sessions times offered as required.
  • Comforters/Transition objects welcome.
  • Buddying with other children to promote early friendships.

What help and support does your setting offer to children with SEND as they move rooms or move on to school?

Moving rooms: n/a – we only have 1 ‘room’

Transition to school:

  • EHCP review process, including parental involvement.
  • Liaison with other professionals involved with the child’s care/development.
  • Liaison with SENCo/Class teacher, inc. sharing IEPs/Wellcomm Assessments
  • Transition forms provided to receiver school.
  • Visits from receiver school to our setting.
  • Supporting visits to new school, if requested by parent.
  • Transition books with pictures, where provided by receiver school.
  • Social stories, were appropriate.
  • Support ‘buddying’ with children moving to same school.
  • Small group work for school-leavers looking at ‘school readiness’.
  • Continuous development of independence skills.
  • Working on recognising feelings and emotions.
  • Celebrating progress/successes with us inc. Leavers Event.

How do you find out how each child likes to learn?

  • Our long-standing, experienced and qualified staff spend time supporting ‘learning through play’ with our children. We use:
  • Discussions with parents/carers, including ‘Look what I can do already’ flowers for parents to decorate.
  • Listening to children’s suggestions/feedback.
  • Observations by key person and wider team.
  • Reflection on activities.
  • Advice from Early Years teacher within the team.
  • Advice from professionals such as EP, SALT and OT to promote differentiation of activities.
  • Half term activity packs for parents to use with children.
  • Ideas for ‘home-learning’ regularly posted on website, and sign-posted via newsletter.
  • Parents asked to contribute to Learning Journals.
  • ‘What to expect next’ information given to parents.

Inclusive practice / SEND training and expertise within this organisation

  • Early Years Teacher Status
  • Forest School Leadership Level 3
  • Working together to close the gap
  • Making sense of Autism (AET Early Years Programme)
  • PEIC-D
  • Intensive Interactions
  • Promoting Emotional Regulation in Autistic Children
  • Understanding and Addressing Behaviour
  • Understanding Anxiety
  • Adverse Childhood Experiences
  • Building Bonds with Babies and Infants
  • Attachment Awareness
  • Selective Mutism
  • Effective Communication & Language Environment
  • Sign-along
  • PECs
  • The Power of Play
  • Making it better for boys
  • SENCO experienced in applying for additional BCP SEND funding and the EHCP process.
Are your staff DBS Approved?
Do you have a First Aid Policy?
Do you have Public Liability Insurance?