Transcript
Page 1: Ofsted Ref: 223217 Address: 147-149 Hermitage Road ... · Ofsted Ref: 223217 Address: 147-149 Hermitage Road, Whitwick, Coalville, Leicestershire. LE67 5EL Tel: (01530) 814477/01530

Ofsted Ref: 223217 Address: 147-149 Hermitage Road, Whitwick, Coalville,

Leicestershire. LE67 5EL Tel: (01530) 814477/01530 569532

Email: [email protected]

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Dear The following information is to support you and your child during the settling period. Our aim is for you and your child to feel both secure and confident in the care that we can provide. Every child is a unique individual with their own characteristics and temperament, and we will all benefit greatly from sharing information to provide a full picture of the child. Having this information will support our early relationships and will strongly influence how your child will develop, as having close relationships with carers is very important. Please find enclosed: 1) Settling in with your child information 2) All about me sheet to complete about your child 3) All about me sheet completed by your child's key person 4) Individual Information (Under 3 and Over 3) 5) Safe Sleeping Policy 6) Individual Room Information 7) Information on the Early Years Foundation Stage Framework (EYFS) 8) Parents’ Guide to the EYFS All About Me Sheet Your child will be given their own individual Learning Journey folder. This will be developed throughout your child’s time with us and is a personalised record of your child’s unique growth and development. The “All about me” sheet is the first stage of gathering information about your child - what do they like to do; what are their favourite songs, books, activities; what family members do they regularly see; do you have any pets etc; what makes them happy; what makes them cross; what worries/frightens them. In addition, it would be wonderful if you could supply us with a small selection of photographs (say 2 – 6) of people, places, things that are special to your child. This will then form the beginning of the journey, and your child will be able to access these which can be comforting for them. We would be grateful if you could bring the completed sheet and the photographs to your first settling session. Similarly, enclosed you will find an 'All about me' sheet completed by your child's key person, for you to share with you child prior to the settling session. We look forward to welcoming you to the nursery and should you have any question or queries please do give me a call. Yours sincerely Hannah Fee

MANAGER HERMITAGE DAY NURSERY Encs

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Settling in with your child At our nursery, we put a very strong emphasis on settling-in and ask you allow at least two weeks for your children to settle in. This does vary from child to child and their proposed attendance. We want to be sure that your child feels confident about being at nursery and being entrusted to their key person. We also want you to be confident about the care and services we provide. If, for whatever reason, you feel that your child is having some problems in settling in, then please talk to your key person, or to the Nursery Manager immediately. Starting nursery is an exciting step, but can also be difficult, especially if you are not used to leaving your child with other people, but we look forward to working in partnership with you to ensure this experience is an enjoyable one for you and your child. We have evolved our settling procedure to make it as easy and enjoyable as we possibly can for you and your child. The settling-in period The settling in period is the time you spend with your child in the Nursery. It is a time for your child to get to know his or her key person - with the reassurance of having you there too. As the relationship develops, your child will be able to trust that: • the key person and the other staff in the nursery can meet her or his needs • they can be helpful, comforting and deal positively with any problems • they can provide interesting experiences which make it enjoyable and worthwhile to come to Nursery. The settling in process gives you a chance to discover: • the quality of care we offer; • how our staff team work together; • what kinds of experiences we offer to your child entrusted to our care. Our aim is to settle your child in at their own pace – we have found that in the long run, this means more settled and happier children – and parents! The settling in process 1. Information Gathering. This first stage is for you to gather key information about your child for us as a starting point; this involves filling in the details on the “Parent Assessment Review (PR)”, the “All About Me” and “Individual Questions” sheets included within the Pack. Please ask your key person if you require any support with this. 2. Your child spending time in the room with you. During this time, you are available to support your child and to help staff get to know him or her. It is best if you are there in a supporting role to comfort your child if necessary. We are aware that both you and your child may be feeling under pressure, and your child may not be on “best behaviour”. Please don’t worry about this. 3. Your child spending time in the room whilst you are in another part of the building. It will be up to you and your key person to decide when your child is ready. This might be for quite a short period of time at first, and then gradually for longer periods, until your child is happy to be left. Please note that it is always very important that you say clearly to your child that you will be leaving the nursery room. It’s tempting to nip out when your child is busy, but if your child turns around a few minutes later to find you have unexpectedly gone, she or he may be really upset. 4. Finally, it is for you to judge – with the support of the key person – when your child is ready to be left. Your child might be very sad or angry at the moment of parting, but if the settling in process has gone well, she or he will be able to manage this with the support of the key person and other members of staff. If your child

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continues to be upset after you have gone, please be reassured that we would contact you immediately and would not allow your child to become overly upset. When saying goodbye, some parents find it easiest to set a limit on how long they will stay e.g.: “I’ll read two books with you and then it will be time for me to go.” Other parents like to have a special ritual like – • going to a chair and reading a book • waving goodbye through the glass doors • kiss and cuddle or high five. It is up to you how you manage this, but please do ask for support or advice if you feel it would be helpful. Please make sure that you always bring your child right into the nursery room and make your key person or another member of staff aware before you leave. It is not uncommon for a child to settle very well into the nursery, and then unexpectedly a few weeks later, to find it difficult to come in. This might be for any one of a variety of reasons, and again we will offer our support or help if you would like it. Generally, babies and younger children do settle very well at nursery. The staff are experienced at dealing with this transitional process, and for most of our parents it’s a greater problem getting their child to leave at the end of the session/day than bringing them in at the start! Please remember you are always welcome to phone and ask how your child is getting on at any time of the day. You will find the relevant telephone numbers at the bottom of the letter accompanying this procedure. Top 5 tips 1. Give your child plenty of time to get used to nursery – don’t rush things 2. Be available for your child whenever she or he wants you during the settling-in period 3. Talk to your key person and share your ideas about how you think it’s going – remember that you know your child better than anyone else 4. Try to be as confident as possible in front of your child 5. Don’t worry if your child gets upset or angry – it’s a big step to move from being at home to becoming happy and confident at nursery.

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Things I am particularly good at:

My Family/Special People in my life:

Name

Age

Date

Key Person/Home

Please could you complete this “All About Me” form with information about your child’s likes/dislikes, hobbies, important people in their life and anything else you feel we would benefit from knowing about your child. This information is valuable to us and is a talking point when sharing your child’s Learning Journey with them. A completed example of this form can be found on the parents’ notice board.

Place a photo or ask the child to

draw a picture here if you wish

Things I like:

Things I don’t like:

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Please could you complete the table below with a typical week for your child, in particular details like visits to grandparents/friends, swimming or music classes, attendance at other settings or days at home. This information will be used as a discussion point with your child and will give us a better understanding of their interests and hobbies out of nursery. Thank you.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

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New Starter

Room Move

Key Person Change

Individual Information (Under 3) Child’s Name: ………………………. DOB: ………………… Key worker: …………………………. Date: …………………

Play What does your child like to play with? Who does your child respond best to?

What does your child not like? Key Person – Please include child’s current Next Steps in Learning.

Sleep Routine

How does your child get to sleep? How long does he/she sleep for? Does he sleep in/outside? Does he/she have a comforter?

Feeding Routines If applicable what stage of weaning is your child currently at? Does your child like to feed him/herself? Do you have

any preferences? Does your child have any allergies/special diet? What bottle/fluids does your child have? Including brand, frequency and quantity (discuss breast feeding options). What other drinks does your child have?

Personal Hygiene / Toileting Do you use; wipes, cotton wool & water, barrier creams?

Parent Key Person

Parent

Parent

Parent

Key Person

Key Person

Key Person

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Community What is your child like when “out and about”?

Do you attend any toddler groups/ Tumbletots, Kimbles etc?

Health Issues Are there any health issues we need to know about?

e.g. hearing, speech, vision, allergies. medication, asthma. Any IEP/SEND?

Motor skills Is there anything we should know about your child’s physical development? (e.g sitting, crawling, pulling self to

stand etc)

Other activities/Your child’s week To give us a clear picture of your child please could you tell

us if your child attends any other settings, Grandparents, Childminder etc.

Any other relevant information

Please keep us up to date with any changes

Parent Key Person

Key Person Parent

Parent Key Person

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New Starter

Room Move

Key Person Change

Individual Information (Over 3) Child’s Name: ………………………. DOB: ………………… Key worker: …………………………. Date: …………………

Play What does your child like to play with? Who does your child respond best to?

What does your child not like? Key Person – Please include child’s current Next Steps in Learning.

Communication

How does your child let you know they want something? What will your child request spontaneously? How? How much spoken language does your child use?

Self Help Is there anything important we should know about toilet training?

What clothes can your child put on themselves?

Motor Skills How confident is your child in using playground equipment? Is there anything we should know about your child’s

physical development? (e.g. running jumping, climbing)

Parent Key Person

Parent

Parent

Parent

Key Person

Key Person

Key Person

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Behaviour

When your child gets upset, what do they do? How do you deal with this? Is there anything that upsets your child that we need to know about? What comforts your child when they are distressed? What would you like us to do if

your child is distressed?

Community What is your child like when “out and about”? Do they attend any toddler/play groups/Tumbletots, etc?

Diet/Meal Times

Does your child have any preferences? Any Allergy/Special Diet? What does your child like to eat? What does your child use to eat a hot meal? Is there anything we should know about your child’s eating habits?

Health Issues Are there any health issues we need to know about? (e.g. hearing, speech, vision, allergies, medication, asthma).

Any IEP/SEND?

Other activities/Your child’s week Does your child attend any other settings, or is cared for by Grandparents, Childminder etc.

Please keep us up to date with any changes

Parent Key Person

Key Person Parent

Parent Key Person

Parent Key Person

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SAFEGUARDING CHILDREN SAFE SLEEPING POLICY

We operate a safe sleep policy, through our active partnership with parents and by raising awareness of Sudden Infant Death Syndrome (SIDS) we belief that proactive steps can be taken to lower the risk of SIDS in our setting. We do this in the following way: Parents as Partners To help us provide the best possible care for babies, the key person will; • Introduce and discuss the sleep policy to all parents when they join the nursery • Provide parents with SIDS information sheet and reference points • Gather information on how babies sleep at home and their sleeping patterns • Advise parents that nursery follows the ‘Back to Sleep’ position that is recommended by the Lullaby

Trust and the Study of Infant Deaths (SIDS) • If parents insist that baby sleeps on its stomach or side and they are under 6 months old, parents must

sign a Waiver document. • Request written permission for babies or young children to sleep in a pushchair or buggy (incorporated

into this policy). • Make parents aware of the Lullaby Trust Safer Sleep for Babies information booklet and that copies are

available on the website. • Ensure that all parents of babies cared for in the nursery have access to a written copy of our safe sleep

policy via the website. Key Person role To minimise the risk of SIDS the following procedures are followed: • All Staff receive inductions on our Infant Safe Sleep Policy and SIDS risk reduction. • Babies will always be placed on their backs to sleep unless there is a signed sleep position waiver on file

and a copy kept in the child’s room; this must be signed by a parent/carer. The child’s key person will make sure that all staff are aware of the parental request for their child.

• Babies will be placed with feet closest to the bottom of the cot, and blankets (if used) placed across the torso and tucked in at the foot and sides, to minimise the risk of over-heating during sleep.

• SIDS recommends that babies are placed on their backs to sleep, but when babies can easily turn over from the back to the stomach, they can be allowed to adopt whatever position they prefer to sleep.

• Babies will never be put down to sleep with a bottle to self-feed. • Babies will be monitored visually when sleeping, checks are recorded every 10 minutes. • When monitoring the staff member will look for the rise and fall of the chest, and if the sleep position

has changed. Providing a safe sleeping environment • Room temperatures are recorded daily and monitored throughout the day to ensure that the optimum

temperature remains between 16-18C. • Light bedding (blankets) will be used, and babies will be appropriately dressed to avoid overheating. • Safety approved cots are compliant with British Standard regulations, and each child has their own

fitted sheet. • Every baby will be provided with their own bedding that is washed at least weekly. • All babies must sleep in a cot or on an approved surface. • Should a baby fall asleep while being nursed by a practitioner they will be transferred to a safe sleeping

surface to complete their rest. • We have a no smoking policy in compliance with government legislation and staff who smoke will

ensure that their clothes and breath does not smell of smoke whilst at work so that babies do not experience the unpleasant odour.

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Appendix 1 Parental declaration:

I have read and understood the safe sleep policy.

I have been provided with an information sheet.

I am aware of the Lullaby Trust information booklet and I am aware that I can access this information via the website.

I do / do not prefer my child to rest in a pushchair or buggy. Name of Child: ____________________________________________________________ Name of Parent: ___________________________________________________________ Signature of parent: ________________________________________________________ Date: ___________________________________ Name of Key person: _______________________________________________________ Signature of Key Person: ____________________________________________________ Date:________________________

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what to expect when you first visit the Baby One room the environment

Homely with comfy chairs and cushions.

Brightly decorated with lots of colourful pictures on the wall and mobiles hanging from the ceiling.

There is a separate area for the babies to sleep in.

Each baby will have his or her own cot or where this is not possible, their own clean bedding.

the staff

Staff will be holding some of the babies and talking to others.

The staff to child ratio is one to three in the baby room.

The staff in the baby room genuinely enjoy their work and will show a real interest in every baby as an individual.

the routine

You will be asked to remove your shoes to keep the floor clean and hygienic.

There is less organised play in the babies' room compared with other rooms in the nursery, as the babies' own routine is followed.

dropping off and picking up your baby for the first time

settling in To help your child feel less apprehensive about being left in the nursery, your nursery arranges a 'settling-in period' with you, a week or two before your child's first proper day. This could be for a couple of hours, half a day, or a few short visits over a week, depending on the child. This experience prepares you for the first occasion you leave your child at the nursery, ensuring a less fraught time for you both!

on arrival When you drop off your child the nursery team will be ready to give your baby a cuddle to ensure that they are feeling secure and safe on your departure.

reassurance You will be invited to call us during the day for an update about how your baby has settled in.

going home When you collect your baby you will be sent via email an daily sheet which tells you:

how much your child has eaten and drunk,

what activities they have been doing and have enjoyed,

how many nappies they have used and their condition. The staff will be on hand to help you with your baby's coat and other belongings.

moving up a room

when does this happen? Babies move up to the toddler room when they are between twelve and eighteen months old, however, this very much depends on your child's individual needs and stage of development. If for instance they are very mobile they may move up more quickly. We only move children when they are ready. If change is managed as part of a natural progression it will be less unsettling.

before moving up Your child will have visits to the toddler room beginning with an hour or two to familiarise him or her with the new surroundings. You will also be invited to meet the staff and see the room where your child will be spending their time.

reassurance You can call us during the day to check on your child's progress for your own reassurance.

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the baby room - mealtimes

At our nurseries, mealtimes are a special time of day and a pleasant social occasion. our food

Is freshly cooked on our premises.

Is healthy and well balanced, including fresh fruit or vegetables at main meals and no added salt.

Caters for individual needs - we will discuss your child's eating habits with you and any special dietary requirements or food allergies are displayed in the kitchen.

our philosophy on feeding babies

Babies come to us from six weeks old and at that stage babies will still be on a diet of purely milk so their mealtimes are dictated by their routine at home. We will feed them when they are hungry with the milk identified by you. They will be held and cuddled while they are fed just like they would be at home.

Once the child is weaned we will feed them in an appropriate chair. The food will be freshly made and pureed. We will give you full details of what they ate and how much. Again we will stick to the routine they have at home.

Once the child gets more confident with food he or she will join the older babies and they will all be fed together. We have a high staff child ratio and feed the babies a balanced diet of freshly cooked food.

Children will be given cows milk once they are old enough to have it, usually a year. our staff

Take a full part in meal times and will chat with the children as they feed them. our children

Learn how to use cutlery as they get older and through eating together learn about taking fair shares and other necessary skills for eating together.

Are respected - no one is expected to rush, or to eat food they don't like. We start with finger foods and special cutlery for babies. Older children are encourage to feed themselves using child size cutlery and taught how to use it.

the baby room – welfare and development

Welfare and development of our children takes place at the child’s natural pace where caring and learning are inseparable. Our care and education fully incorporates the regulatory requirements for care and education of children under 3 years: Personal Care Plans

Parents and the key person establish a personal care plan that is continually updated to ensure that care routines are prime times that fit the child and family.

Snuggle Care

Very young babies spend ample time each day hear to heart with their key person. Every sound and movement of the baby is met with a warm response; a word, a smile, a touch that signals “you are special”.

Let’s Read

Long before they understand the words and pictures, babies benefit from the joy of sharing a book in the arms of a caring adult. Reading begins with young babies and gains momentum as the children mature. On laps, on the floor, and as they drift off to sleep, babies and toddlers experience the magic and wonder of books.

My Place to Grow

Babies and toddlers are sensori-motor beings. They explore the world with their senses and their developing motor skills. Long before they understand a concept like “under” or “far” with their minds, their bodies learn to navigate the up and down, over and under, of the physical world.

Each nursery provides babies and toddlers with a rich learning environment with appropriate planned and organised experiences to maximize: Motor Experiences

For younger babies: reaching, grasping, kicking, holding, pulling and standing, creeping and crawling in, out, over, under. For toddlers: gripping, throwing, manipulating, walking, climbing, pushing, pulling, etc.

Sensory Experiences

Explorations of texture, colour, pattern, size and shape, smell, taste, weight. Cognitive Experiences

Object permanence, spatial relationships, classifying, collecting and dumping, cause and effect, problem-solving. Language and Music

Adult-child conversations, reading and language play, explorations in music, rhyming, and sound. Personal Expression

Art, movement, imitation and beginning dramatic play, doll and soft animal play Parents’ Prime Time

Staff understand that the parent-child relationship is primary. Parents are encouraged to call or drop by any time with ideas, questions, or concerns.

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what to expect when you first visit the Baby Two room the environment

Provides a wide collection of opportunities for toddlers to explore investigate and learn in a safe, stimulating place.

Encourages toddlers to paint, draw and engage in a wide range of creative activities, and in quieter moments there is time to look at books or complete jigsaws.

Promotes independent learning, social skills and personal development essential for all toddlers.

Ensures toddlers can have the opportunity to rest if necessary, sleeping on comfortable sleep mats.

Takes account of the physical developmental needs of a toddler through using the indoor and outdoor environment.

the staff

The staff team works closely together and with parents' support to care for your child's individual needs.

The staff are experienced, with a variety of skills and qualifications to meet the needs of the toddlers.

Up to the age of two the ratio of staff to children is one to three after which it rises to one to four.

the routine

The day is structured but flexible to meet the individual needs of toddlers. Indoor and outdoor experiences are planned offering a wide variety of opportunities.

The routine encourages children to socialise and encourage life skills with others and experience small groups as well and exploring and investigating toys and activities alone or with a supportive staff member.

dropping off and picking up your toddler for the first time

settling in To help your child feel less apprehensive about being left in the nursery, your nursery arranges a 'settling-in period' with you, a week or two before your child's first proper day. This could be for a couple of hours, half a day, or a few short visits over a week, depending on the child. This experience prepares you for the first occasion you leave your child at the nursery, ensuring a less fraught time for you both!

on arrival When you drop off your child the nursery team will be ready to give your child a cuddle to ensure that they are feeling secure and safe on your departure.

reassurance You will be invited to call us during the day for an update about how your child has settled in.

going home When you collect your child you will be sent via email an daily sheet which tells you:

how much your child has eaten and drunk,

what activities they have been doing and have enjoyed,

how many nappies they have used and their condition. The staff will be on hand to help you with your baby's coat and other belongings.

moving up a room

when does this happen? Younger children move up to the tweenie room when they are between eighteen months and two and a half years old; however, this very much depends on your child's individual needs and stage of development. If for instance they are ready they may move up more quickly. We only move children when they are ready. If change is managed as part of a natural progression it will be less unsettling.

before moving up Your child will have visits to the tweenie room for an hour or two to familiarise him or her with the new surroundings. You will also be invited to meet the staff and see the room where your child will be spending their time.

reassurance You can call us during the day to check on your child's progress for your own reassurance.

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the toddler room - mealtimes

At our nurseries, mealtimes are a special time of day and a pleasant social occasion. our food

Is freshly cooked on our premises.

Is healthy and well balanced, including fresh fruit or vegetables at main meals and no added salt.

Caters for individual needs - we will discuss your child's eating habits with you and any special dietary requirements or food allergies are displayed in the kitchen.

our staff

Sit and eat their meal with the children, providing a family atmosphere and encouraging conversation and good manners.

our children

Are encouraged to feed themselves. Older children are given child size cutlery and taught how to use it.

Learn necessary skills for eating together, including taking equal portions and good manners.

Are encouraged to eat at their own pace and to try new foods, but are not expected to eat any foods they don't like.

the toddler room – welfare and development

Welfare and development of our children takes place at the child’s natural pace where caring and learning are inseparable. Our care and education fully incorporates the regulatory requirements for care and education of children under 3 years: Power of Communication Twos are exploding in their power to communicate, to move purposely, to assert their independence and individuality, and to control their important bodily functions. The twos’ experience is similar to adolescence in that it is transitional. In the same way that adolescence stands between childhood and adulthood, twos are moving from the total dependence of babyhood to the more independent, mobile world of preschoolers. Like teenagers, twos are often frustrated with being in-between. They swing back and forth and often are conflicted by what they really want to do. Their imagination and desire often exceed their competence. Twos need manageable challenges and mastery experience. They need a relaxed environment that allows for frequent changes in moods, interests, and capabilities. Twos, in particular, need staff to be learning consultants who accept them in their entire inconsistent behaviour, setting limits calmly and firmly when necessary. Each nursery provides toddlers with a rich learning environment with appropriate planned and organised experiences to maximize: Language/Library

A well-resourced book area which is warm and inviting for young readers. Action/Movement

A range of resources and activities to promote physical skills such as climbing, balancing and co-ordination. Constructions/Blocks

Blocks are universally popular for imaginative and creative constructions that incorporate mathematical problem-solving.

Discovery/Science

A hands-on learning centre for exploring, investing and experimenting. From growing cress to watching the animals.

Role Play/Imaginative Play

An area for imitating life and trying out different roles with realistic props. Outdoor Learning

The outdoor area provides for physical development, gardening and role play. We aim to provide similar learning experiences to those inside.

Art/Creative Expression

A range of activities for creative expression including paints, crayons, glue and clay. Music

Exploring musical instruments and creating music with shakers, bells and xylophones. Sensory

Sand and Water. Both sand and water are “open ended” resources that provide a timeless fascination for exploring scientific and mathematical concepts.

Table Toys/Manipulatives

These include puzzles, threading, peg boards – all important for developing hand and eye co-ordination, mathematical skills of sorting and classifying, and problem-solving.

Throughout the day, children make self-directed and guided choices, participate in planned activities with small groups, join in brief circle-times with the whole group, and reflect upon and document their learning experiences. Children are guided to critical learning experiences that form the building blocks of healthy development.

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what to expect when you first visit the Toddler room

the environment

Provides a wide collection of opportunities for toddlers to explore investigate and learn in a safe, stimulating place.

Encourages toddlers to paint, draw and engage in a wide range of creative activities, and in quieter moments there is time to look at books or complete jigsaws.

Promotes independent learning, social skills and personal development essential for all toddlers.

Ensures toddlers can have the opportunity to rest if necessary, sleeping on comfortable sleep mats.

Takes account of the physical developmental needs of a tweenie through using the indoor and outdoor environment.

Helps the key person team to ensure a learning environment that is preparing your child for pre school education and care.

the staff

The staff team works closely together and with parents' support to care for your child's individual needs.

The staff are experienced, with a variety of skills and qualifications to meet the needs of the toddlers.

Up to the age of three the ratio of staff to children is one to four.

the routine

The day is structured but flexible to meet the individual needs of toddlers. Indoor and outdoor experiences are planned offering a wide variety of opportunities.

The routine encourages children to socialise with others and experience small groups as well and exploring and investigating toys and activities alone or with a supportive staff member.

Dropping off and picking up for the first time

settling in To help your child feel less apprehensive about being left in the nursery, your nursery arranges a 'settling-in period' with you, a week or two before your child's first proper day. This could be for a couple of hours, half a day, or a few short visits over a week, depending on the child. This experience prepares you for the first occasion you leave your child at the nursery, ensuring a less fraught time for you both!

on arrival When you drop off your child the nursery team will be ready to give your child a cuddle to ensure that they are feeling secure and safe on your departure.

reassurance You will be invited to call us during the day for an update about how your child has settled in.

going home When you collect your child you will be sent via email an daily sheet which tells you:

how much your child has eaten and drunk,

what activities they have been doing and have enjoyed,

details around toileting. The staff will be on hand to help you with your baby's coat and other belongings.

Moving up a room

when does this happen? Children move up to the pre school one room when they are between two years and three months and three years old, however, this very much depends on your child's individual needs and stage of development. If for instance they are ready they may move up more quickly. We only move children when they are ready. If change is managed as part of a natural progression it will be less unsettling.

before moving up Your child will have visits to the pre school room beginning with an hour or two to familiarise him or her with the new surroundings. You will also be invited to meet the staff and see the room where your child will be spending their time.

reassurance You can call us during the day to check on your child's progress for your own reassurance.

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Mealtimes

At our nurseries, mealtimes are a special time of day and a pleasant social occasion. our food

Is freshly cooked on our premises.

Is healthy and well balanced, including fresh fruit or vegetables at main meals and no added salt.

Caters for individual needs - we will discuss your child's eating habits with you and any special dietary requirements or food allergies are displayed in the kitchen.

our staff

Sit and eat their meal with the children, providing a family atmosphere and encouraging conversation and good manners.

our children

Are encouraged to feed themselves. Older children are given child size cutlery and taught how to use it.

Learn necessary skills for eating together, including taking equal portions and good manners.

Are encouraged to eat at their own pace and to try new foods, but are not expected to eat any foods they don't like.

Welfare and development

Welfare and development of our children takes place at the child’s natural pace where caring and learning are inseparable. Our care and education fully incorporates the regulatory requirements for care and education of children under 3 years: Power of Communication Twos are exploding in their power to communicate, to move purposely, to assert their independence and individuality, and to control their important bodily functions. The twos’ experience is similar to adolescence in that it is transitional. In the same way that adolescence stands between childhood and adulthood, twos are moving from the total dependence of babyhood to the more independent, mobile world of preschoolers. Like teenagers, twos are often frustrated with being in-between. They swing back and forth and often are conflicted by what they really want to do. Their imagination and desire often exceed their competence. Twos need manageable challenges and mastery experience. They need a relaxed environment that allows for frequent changes in moods, interests, and capabilities. Twos, in particular, need staff to be learning consultants who accept them in their entire inconsistent behaviour, setting limits calmly and firmly when necessary. Each nursery provides toddlers with a rich learning environment with appropriate planned and organised experiences to maximize: Language/Library

A well-resourced book area which is warm and inviting for young readers. Action/Movement

A range of resources and activities to promote physical skills such as climbing, balancing and co-ordination. Constructions/Blocks

Blocks are universally popular for imaginative and creative constructions that incorporate mathematical problem-solving.

Discovery/Science

A hands-on learning centre for exploring, investing and experimenting. From growing cress to watching the animals.

Role Play/Imaginative Play

An area for imitating life and trying out different roles with realistic props. Outdoor Learning

The outdoor area provides for physical development, gardening and role play. We aim to provide similar learning experiences to those inside.

Art/Creative Expression

A range of activities for creative expression including paints, crayons, glue and clay. Music

Exploring musical instruments and creating music with shakers, bells and xylophones. Sensory

Sand and Water. Both sand and water are “open ended” resources that provide a timeless fascination for exploring scientific and mathematical concepts.

Table Toys/Manipulatives

These include puzzles, threading, peg boards – all important for developing hand and eye co-ordination, mathematical skills of sorting and classifying, and problem-solving.

Throughout the day, children make self-directed and guided choices, participate in planned activities with small groups, join in brief circle-times with the whole group, and reflect upon and document their learning experiences. Children are guided to critical learning experiences that form the building blocks of healthy development.

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what to expect when you first visit the pre-school rooms the environment

Colourful, attractive and stimulating.

Walls are decorated with colourful displays, showing examples of the children's work. Interest tables, or nature tables, are available at child height, with properly labelled objects for children to handle and explore.

We value that children learn best when involved at their play and promote a child initiated enabling environment.

Children will also learn through a combination of adult directed and adult initiated experiences; these are planned based on observations and next steps of the children to ensure our environment is appropriate for the children to make progress towards the Early Learning Goals as set out within the Early Years Foundation Stage.

Planning information for each area of Learning and Development can be found on the notice board outside the pre school rooms.

Our pre school rooms offer a wide range of resources set out in an attractive and varied way both indoors and outdoors which the children have “free flow” access to with their key person team.

the staff

Between the ages of 3 to 5 the ratio of staff to children is one to eight. All staff are experienced and trained to deliver the Early Years Foundation Stage. We have access to a qualified teacher and other staff have undertaken an ongoing programme of professional development.

All staff are qualified to NNEB, BTEC or NVQ3 standard and have experience of working with children aged up to five years.

the routine

From the moment children arrive, there will be a real choice of activities set out with materials that vary throughout the year.

All our pre-school rooms offer a wide range of resources set out in an attractive and varied way. They will always include:

Construction and small world play Large and fine motor skills and experiences

Literacy and Numeracy skills Role play and imaginative experiences

Water, sand and malleable experiences Stories and mark making

Creative workshops Outdoor opportunities

Exploring and investigating science and nature Dance, music and sensory experiences.

Children will learn through a combination of planned activities, play and first hand experiences.

As part of your child’s Learning within Communication, Language and Literacy, pre school children follow the Letters and Sounds programme which is a government guidance for the teaching of phonics in the EYFS and key stage one at school. More information can be found on the website www.standards.dcsf.gov.uk/phonics

Assessment We assess how your child is learning and developing by observing them frequently. We use the information that we gain from these observations, to document their progress and plan next steps; these are then used within our planning. All observations and next steps planned for your child can be found in your child’s Online Learning Journey. We believe that you know your child best and we ask that you contribute to assessment by sharing information such as interests and achievements through the use of “All About Me” slips which can be found on the notice board outside the pre school rooms. We put together a written assessment summary of your child’s achievements based on our ongoing observations records contained within your child’s Online Learning Journey. We undertake these assessment summaries each term; a copy of which can be found in your child’s Online Learning Journey and a copy will also be sent home.

Record of Achievements We keep a Record of your child’s achievements through the use of a Online Learning Journey. This Online Learning Journey will help us to celebrate together your child’s achievements and we actively encourage you to share this with your child in our designated “Cosy Corner”. Your child will also be encouraged to contribute to their own Online Learning Journey.

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Pre school – Learning Environment The pre school framework for learning builds on the children’s knowledge and skill base, learning style and interests. A rich variety of projects investigates the workings of a widening world and enhances the development of emerging knowledge and skills. A balance of child initiated and adult planned learning across 6 key areas of learning are provided for throughout the day: Personal, social and Emotional Development Communication, Language and Literacy Technology/Computers Mathematical Development Knowledge and Understanding of the World Physical Development and Movement Creative and Aesthetic Development The pre school learning environment has well-planned learning tha tallow for child-initiated play, small groups, and supportive teaching that lays down firm foundations for developing positive attitudes and dispositions for learning throughout life. The development of language, mathematical reasoning, and scientific thought is emphasised throughout the pre school rooms. Changes to the learning environment, activities, and projects are based on observations and assessments of emerging skills, interests and individual learning goals. The staff offer guided experiences that encompass all the skills and understandings necessary for optimum development and success in school.

Language/Library

A well-resourced book area which is warm and inviting for young readers; a rich variety of children’s literature, fact books for supporting investigations, poetry books and child created books.

Action/Movement

A range of resources and activities to promote physical skills such as climbing, balancing and co-ordination. Construction/Blocks

Blocks are universally popular for imaginative and creative constructions that incorporate mathematical problem-solving. In the pre school rooms additional provision includes clip boards for children to draw their 3D models and images of buildings for inspiration.

Discovery/Science

A hands-on learning centre for exploring, investing and experimenting. From growing sunflower seeds to watching the animals.

Role Play/Imaginative Play

An area for imitating life and trying out different roles with realistic props, the addition of mobile phones, diaries, note pads, pens, clocks and calendars provide meaningful opportunities to develop reading, writing and numeracy skills.

Outdoor Learning

The outdoor area provides for physical development, gardening and role play. We aim to provide similar learning experiences to those inside.

Art/Creative Expression

A range of activities for creative expression including paints, crayons, glue and clay, and allows for creativity and imagination to flourish.

Music

Exploring musical instruments and creating music with shakers, bells and xylophones.

Sensory

Both sand and water are “open ended” resources that provide a timeless fascination for exploring scientific and mathematical concepts.

Table Toys/Manipulatives

These include puzzles, threading, peg boards and games with increasing challenge for older children – all important for developing hand and eye co-ordination, mathematical skills of sorting and classifying, and problem-solving.

Throughout the day, children make self-directed and guided choices, participate in planned activities with small groups, join in brief circle-times with the whole group, and reflect upon and document their learning experiences. Children are guided to critical learning experiences that form the building blocks of healthy development.

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Preparing your child for school Together, we will work to fully prepare your child for the challenges of primary school. We provide a safe, happy, play-based environment in which your child can learn to socialise and gain independence outside the family.

Our planning and record keeping meets the requirements of the Early Years Foundation Stage Profile, which dovetails in to the National Curriculum at Key Stage 1 in Primary School.

By close observation and continual assessment, we can identify any special problems a child has, so these can be addressed before they start school.

We prepare children for the routines of a school day.

We encourage children to become independent, and to develop their social skills by communicating and sharing with others.

Our nurseries maintain close relationships with local schools, and have many reception teachers visiting the nursery to meet the children before starting school.

Information about your child’s progress within the Early Years Foundation Stage will be shared with the reception teacher prior to your child starting school.

the pre-school room - mealtimes At each nursery, mealtimes are a special time of day and a pleasant social occasion.

our food

Is freshly cooked on our premises.

Is healthy and well balanced, including fresh fruit or vegetables at main meals and no added salt.

Caters for individual needs - we will discuss your child's eating habits with you and any special dietary requirements or food allergies are displayed in the kitchen.

Water is available at all times and a free flow snack system is operated

our staff

Sit and eat their meal with the children, providing a family atmosphere and encouraging conversation and good manners.

our children

Are encouraged to feed themselves and are given child size cutlery and taught how to use it.

Learn necessary skills for eating together, including taking equal portions and good manners.

Are encouraged to eat at their own pace and to try new foods, but are not expected to eat any foods they don't like.

the pre-school room – General Housekeeping Slippers/Indoor Shoes

Could you please ensure your child has a pair of named indoor shoes or slippers for their day at nursery and it would be appreciated if you could change your child into these when you arrive at nursery.

Self Registration

On arrival we encourage you to self register your child; this not only encourages name recognition and sense of belonging to the group, but is also used during the morning/afternoon as a mathematics activities to count how many children are in the group today.

Appropriate clothing

We are great believers in “there is no such thing as bad weather, just bad clothing”. There could you please ensure your child has appropriate and named clothing for the weather, i.e. Wellingtons, rain coat, sun cream and sun hat so that they are still able to access the wonderful experiences outside.

Home Box

We do not discourage your child from bringing in toys from home; however, we must stress that we do not accept responsibility for them getting lost or broken. The home box is available for the children to keep their toys in ready for them going home.

Post Pocket

Your child has a post pocket outside the room for letters and other information to go home. Please could you ensure that this is emptied each day our child attends the nursery.

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Early Years funding for 2 year olds

Your 2-year-old can get free early education and childcare if you live in England and get one of the following benefits:

Income Support

income-based Jobseeker’s Allowance (JSA)

income-related Employment and Support Allowance (ESA)

Universal Credit - if you and your partner have a combined income from work of less than £15,400 a year after tax

tax credits and you have an annual income of under £16,190 before tax

the guaranteed element of State Pension Credit

support through part 6 of the Immigration and Asylum Act

the Working Tax Credit 4-week run on (the payment you get when you stop qualifying for Working Tax Credit) A child can also get free early education and childcare if any of the following apply:

they’re looked after by a local council

they have a current statement of special education needs (SEN) or an education, health and care (EHC) plan

they get Disability Living Allowance

they’ve left care under a special guardianship order, child arrangements order or adoption order If you’re eligible the free early education and childcare:

must be with an approved childcare provider

starts from the term after your child’s 2nd birthday Contact your childcare provider or local council to find out more.

15 & 30 hours Government Funded Childcare

Childcare is a big expense for families. At our nurseries, we have worked very hard to find a way that we can make the new funded hours work. Find out more about the funding and how to apply below. What is Government funded childcare? All 3 & 4 year olds are eligible for 570 hours government-funded early education the term after they turn 3 years old. But from September 2017 1140 hours government-funded early education is available to working parents of 3 & 4 yrs old. This equals to 30 hours of childcare over 38 weeks. Am I eligible? The Government has a website called www.childcarechoices.gov.uk to help provide parents with information on all the current and upcoming changes to funding. You can check to see what help you can receive with your childcare costs and whether you are eligible by visiting: www.childcarechoices.gov.uk Your child must be aged either 3 or 4 years old. You, and any partner, must each expect to earn (on average) at least £120 a week (equal to 16 hours at the National Minimum or Living Wage). If you, or your partner, are on maternity, paternity or adoption leave, or you’re unable to work because you are disabled or have caring responsibilities, you could still be eligible. You can’t get 30 hours free childcare if you, or your partner, expect to earn £100,000 or more per year. How do I apply? For 15 hours you just need to complete the Parent Declaration Form sent out to you the term before your child becomes eligible, but for 30 hours funding you need to apply for an eligibility code, please see details below. Step 1: Check your eligibility at www.childcarechoices.gov.uk or the Childcare calculator at www.gov.uk/childcare-calculator Step 2: Apply for your eligibility code. Once approved you will receive an 11 digit code. This code, your National Insurance number and the child’s date of birth should then be given to us when you apply for a place. Step 3: Apply for a 15 or 30 hours funded place at our nurseries. Parents must complete a Parent Declaration Form, and provide the code, personal details and session preference. Step 4: Sign Terms and Conditions. If you have been successful in your application, your nursery manager will provide you with the appropriate Fee Agreement which contains a further copy of our Terms and Conditions to sign and return.

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What sessions will be available? The nursery provides a selection of full day and half day sessions for parents to choose from - please see our Admissions and Charging Policy for more information. Will you offer term time? All nurseries will provide term time only places. You will be able to read through our Admissions and Charging Policy the number of funded only sessions we hold as these are limited at each setting. Will I lose my funding if I become ineligible? If a parent becomes ineligible they will not lose their place immediately as there will be a national grace period enabling parents to retain the place. Are the funded sessions completely free? Government funding is to provide high-quality, flexible early education and childcare. The government guidelines state that funding should not be used for:

Consumables – drinks, meals, nappies, gloves, arts and crafts materials, paint, glue, messy play resources, anti-bacterial gels…

Additional services – EY log, cooking, music lessons, baby yoga, trips...the list goes on. Therefore, we introduced an additional service and consumables charge which is explained within our Admissions and Charging Policy.

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Early Years Foundation Stage The Early Years Foundation Stage (EYFS) was introduced into our nurseries in September 2012 and has had updates since then. The EYFS is made up of a Statutory Framework for the Early Years which sets the standards for learning, development and care for children from birth to five years. A Practice Guidance document supports staff in assessing a child’s progress and helps them to provide the best learning experience for all babies and children. The aim is to ensure that every child is given the opportunity to learn through high quality play experiences. Play is vital for children. It helps them to understand the world around them and to develop socially and emotionally. It is through play that our children learn, develop at their own pace and have fun with adults who understand, support and care about them. We want your child we care for to feel secure, not pushed or pressured, and to have the confidence to deal with whatever life brings. There is now also a greater emphasis on the role parents and carers have in helping children develop. The Government states that parents must receive written progress reports for their child when they reach the age of two and again at five. At our nursery, a key person will give you a progress report every 6 months via email, because we know just how important it is for there to be regular, written feedback to let you know how your child is getting on

play-based curriculum

Children learn individually and with others through play. We offer our children a play-based curriculum which meets all the requirements of the Early Years Foundation Stage. It supports all aspects of their learning and development, and encourages their in-built curiosity and desire to make sense of the world around them and helps them to discover that learning is interesting and fun; this is vitally important if children are going to remain keen learners for the rest of their lives. Play in a secure environment with effective adult support allows your child to explore, investigate and enjoy the learning experience. We help them to practice and develop ideas, concepts and skills in a unique and non-threatening way, without fear of failure. We deliver the early year's curriculum in a number of ways, through:

Construction and small world play

Treasure baskets that contain a variety of different objects to help stimulate babies’ senses, large and fine motor skills and experiences

Large & fine motor skills and experiences

Literacy and numeracy skills

Role play and imaginative opportunities

Water, sand and malleable experiences

Stories, rhymes and songs

Mark making (the marks that children make through a range of media, such as paint, water, sand, pencils and the meanings that they give to them)

Creative workshops

Outdoor opportunities

Exploring and investigating science and nature

Dance, music and sensory experiences

the nursery environment

Children must be offered and allowed to engage in exciting and challenging activities, which support and extend their learning and development. They must have a full and stimulating environment to encourage a range of play, exploration and talk. They need to be able to choose, create, investigate, explore, initiate and persist with activities. We believe that children are active learners from birth and that if we provide them with the right environment, support and experiences, it will help to encourage their curiosity, imagination and creativity. We also need to ensure that we stimulate each child emotionally and intellectually by providing the best circumstances to promote active learning. We have designed our nursery environments to be cosy and exciting and they are structured in such a way as to promote a child's independence, decision-making and problem solving. The environment is organised into clearly defined areas to accommodate different activities appropriate to the development and competence of your child. Areas are divided by the use of low level shelving that reduces distraction and allows children to become engrossed in their activities. Low level shelving also allows items to be displayed within reach so that children can make deliberate choices about what they want to use in their activities. They have access to a range of materials such as sand, water and paint which helps their creativity and develops their independence. Equal emphasis is placed on calm areas of the nursery where your child can feel cosy and enjoy stories, rhymes and songs. Wooden toys, materials which encourage children to discover solutions for themselves, and mirrors enhance tactile and visual stimulation. Every environment is designed to encourage physical skills such as crawling, sitting, standing and walking which are all important for development. We use specialist play equipment that has been designed to invite exploration and specially selected for quality and play value. This ensures that whatever your child chooses to play with, their learning and development will be supported and extended. The babies in our care are introduced to discovery play through treasure baskets that contain a mixture of natural materials that vary in feel and texture and offer a sensory experience for heuristic play. Children benefit from a well designed, well organised and integrated indoor-outdoor environment and we are working to develop our outdoor provision to offer the same excellent facilities outdoors as well as indoors.

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learning through play

Our well designed nursery environments and resources help our children to develop in all areas of learning. The examples below are just some of our carefully chosen play equipment that has been found to stimulate a child’s natural curiosity, exploration, play and imagination.

treasure baskets - developing natural curiosity, awe and wonder

Treasure basket play allows babies to investigate and explore a variety of everyday objects. These can include items such as wooden spoons, natural sponges, fabrics, stainless steel and scented items such as lavender bags. Treasure baskets are found in all of our units.

physical play - increasing mobility and confidence

In both indoors and outdoors children enjoy the experience of the physical play equipment, thus allowing children, who are natural climbers, to challenge their increasing mobility and confidence. This equipment allows your child not only to develop their physical skills, but to discover what they can achieve by themselves, thus increasing their self awareness and self esteem. There is other equipment such as a den or a small play space to encourage a child's creativity and imagination.

role play - understanding the world

Role play areas provide children with activities and opportunities that reflect their personal experiences, both past and present. Examples might include a post office or hairdressers. They are developed and extended to reflect a child’s changing interests. Through role play children explore their developing understanding of the world such as cooking at home or posting a letter. Children have the opportunity to engage with others, developing their knowledge through play and interaction with other children and adults. It also builds self-esteem, confidence, co-operation skills and gives them the opportunity to re-enact their past experiences.

mark-making - developing early writing skills and creativity

Mark-making activities are available to babies and children, both indoors and outdoors and might include making pictures in sand, cornflour or playdough to experimenting with paper or card and with pencils, chalk or felt pens. Mark-making is an excellent way to develop a child’s fine motor and early writing skills. Older children are able to play games that relate to the real world and this helps to encourage these skills. For instance, they will be encouraged to write restaurant menus and shopping lists in the role play area, take the register or simply to use notebooks.

Blocks - developing imagination, creativity, mathematical and physical skills

All babies and children have access to construction activities which include mini-blocks for tiny hands and larger blocks for our 2-5 year olds. Block play helps your child to experiment with concepts such as design, balance and building. It can also be used to support story-telling and role play, develop mathematical skills and allow children to act out their ideas. Our block areas also include farm and wild animals, people, vehicles etc. to help extend play experiences. Outdoors, block play may consist of crates, planks, tyres etc. that allow children to build and construct on a much larger scale.

toys and play equipment

We believe that play is a key element of any child’s development and we have spent much time carefully selecting the type of toys and equipment provided in our nurseries. The objective has been to find safe activities and sturdy toys of good quality that entice your child into playing with them, stimulating and developing their imagination. The wooden play equipment creates a solid homely atmosphere and is much more tactile and interesting than plastic for young children. Our durable solid hardwood toys are protected with a clear, child-safe wood finish and have gently rounded edges and corners making them as safe as possible. Our choice of play equipment is guided by our philosophy that children should be able to make choices about where to play, what to play with and how to use the resources that are best available to them. Toys and materials are displayed in a way that invites their exploration. This allows our staff to focus on observing and interacting with your child rather than actively supervising and directing their play, enabling them to fully understand your child’s individual needs. The nursery is set out so that one area flows naturally into another – for example, the model-making area is by the creative area, to allow a child to easily paint their model.

toys that invite exploration and stimulate the imagination

Our hardwood building blocks are designed to appeal to budding architects. Children can use these in conjunction with wooden toy trucks to create their own villages and towns. The simple, uncluttered design encourages a child’s imagination and desire to play. Prospective builders will also appreciate our sand and water tables that help with mathematics and science concepts, enhance physical skills and promote social learning and co-operative effort. Our future Olympians will enjoy our exciting nursery gyms with tunnels, ramps, slides and stairs. Wood, carpet and mirrors enhance visual and tactile stimulation. Little thespians will love the dramatic play equipment that has been designed to encourage imaginative, creative play. Your child supply the ideas that turn everyday items into exciting adventures. Creative van Gogh’s will find our art areas irresistible as they hold all the necessary art materials and allow for children to paint simultaneously, providing a great social experience. These are just a few examples of the wonderful resources your children will enjoy at our nursery and we think once you see them you’ll agree that they do the job perfectly.

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supporting learning with the best staff

We want our nurseries to be the best, which is why attracting and retaining the best staff is paramount. Our staff are crucial in providing a memorable nursery experience and our aim is to offer them the best training opportunities to support our childcare and education philosophy. Our nursery staff are focused on providing fun and education, and they will work to ensure your child develops as an individual, whilst helping to nurture and encourage learning through discovery and enjoyment. We expect all our staff to engage in skilful and sensitive interactions to support a child's learning. This ensures that play opportunities, resources and interactions indoors and outdoors are appropriate to the level of competence and maturity of the child. Children learn best where adults are keen to continue their own learning and development, and delivery of the best childcare and education is made possible by ensuring staff have in-depth knowledge and understanding gained through continuing professional development and higher-level qualification training. Staff must have the skills, knowledge and enthusiasm to observe, scaffold and plan for children's learning effectively, identifying and meeting any additional needs. A dedicated childcare and education team provide advice and support to develop knowledge, skills and practice. The teams undertake coaching, mentoring and modelling good practice as well as direct training sessions to enable Managers, Deputy Managers and Senior Nursery Officers to take ownership for leading the curriculum. We are currently working with other organisations including local authority Early Years departments, local schools and teachers and the

National Day Nurseries Association to ensure that we keep up to date with current 'best practice' and are capable of offering the very best to your child. Already the increasing knowledge, skills and abilities of staff is having a positive impact on Ofsted results with our nurseries looking to obtain 'outstanding' status in reports. We use the Early Childhood Environment Rating Scale to monitor and improve the experiences we offer to children. This helps us to make measurable improvements in the quality of practice in the nurseries and we look forward to developing this even further.

observation, planning and recording

We believe that careful planning is required to ensure that play is of a high quality. A Key Person (member of staff) is assigned to your child to ensure that they are engaging in the right kind of activities. This helps to plan future experiences and opportunities to build your child’s knowledge, skills and abilities which will lead to new learning and development. Observations of each child are evaluated and linked to the Early Years Foundation Stage. This allows for every child's individual development to be monitored and their progress recorded in their individual Learning Journal. This is a record of your child’s interests, significant achievements and development throughout their time with us and we encourage you to access your child’s journal at any time. Planning for your child will consist of:

jottings

These can be significant moments that have been observed either at nursery or within the home environment. The Key Person, other team members, parents, grandparents or anyone else in contact with your child can contribute and they are detailed observations of the play and experiences your child engages in.

photographs and significant examples of work These will help to highlight what your child enjoys in the nursery and where their learning is progressing.

individual learning intention sheets (planning) These focus on your child’s particular interests based on the jottings and observations made by the Key Person and yourselves. It is this information that helps the Key Person to plan experiences that support the interests and future learning of your child. When planning and guiding activities practitioners will reflect upon the different ways that children learn and ensure they utilise this within their practice. The Characteristics of Effective Learning are: Playing and Exploring

Supports children's engagement and investigation and to experience things through being willing to 'have a go' Active Learning

Supports children's motivation to learn by helping develop their concentration, ability and will to keep trying when challenges occur and celebration of completing a task.

Creating and Thinking Critically

Supports children's thinking skills through developing ideas, making links between differing ideas and create strategies for completing a task.

The EYFS emphasises that parents are a child's primary educator and therefore encourages parents to contribute to their child's learning.

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key person

Research has shown that a Key Person approach is the most effective way of ensuring that children develop a strong relationship with a significant adult in the nursery. The Key Person approach gives every child the reassurance to feel secure and cared for, helping them to become familiar with the nursery environment and to feel confident and safe within it. We recognise every child's individuality, efforts and achievements and believe that relationships between adults and children are crucial for the child's happiness and security. The Key Person meets the needs of each child in their care and responds sensitively to their feelings, ideas and behaviour. The Key Person will offer security, reassurance and continuity, and they will usually be the one to feed, change and soothe your child. They are in the best position to understand your child's individual needs and to share information with you about your child’s experiences in nursery. The Key Person will help each of their children to develop relationships with other members of staff and children. They will observe them in their play so that they can plan future opportunities and experiences that best meet their needs and interests.

partnership with parents

We believe that parents are the primary educators of their children and should be centrally involved in their child's experiences and development. We realise that it is imperative we gain the trust and confidence of you, the parent. We want you to be happy with what we do and how we do it. We also pride ourselves in understanding the importance of instilling confidence and enthusiasm in your child from an early age. Each child has an online Learning Journal which will be a record of your child's interests, significant achievements and development throughout their time with us. We welcome parental contributions (this would include all significant people involved with your child) and we encourage parents to access their own child's journal at any time. Effective communication means there is a two way flow of information, knowledge and expertise between parents and staff. Staff are available daily to give feedback about your child's day and to share significant events with you. Every interaction with you is based on a caring, professional relationship and respectful acknowledgement of the feelings of you as parents and those of your children.

safeguarding and promoting children’s welfare

Safeguarding and promoting children's welfare forms a large part of our statutory responsibilities and covers most of the requirements of our registration with Ofsted. All children deserve the opportunity to achieve their full potential. We follow the framework of the Every Child Matters government green paper which is structured around five outcomes which are key to a child’s well-being and these form part of the statutory regulations. The five outcomes are:

stay safe – looking after your child’s welfare and ensuring a safe environment

be healthy – safeguarding and promoting children’s health and well-being

enjoy and achieve – supporting your child in their learning and development

make a positive contribution - working together with parents and encouraging children to play a beneficial part in their nursery and wider community

organisation – ensuring all government policies, procedures and practices are strictly followed

stay safe

Effective child protection is essential to our nurseries. The welfare of every child we look after is paramount and everyone (including all staff, students, volunteers and visitors) has a responsibility to ensure that any areas of concern involving a child who may be at risk of harm, are recognised and dealt with immediately. As a childcare provider, we have a moral duty of care to ensure that any concerns or incidents of suspected abuse or harm are reported to the relevant Local Safeguarding Children’s Board (LSCB) without delay. Parents will be notified of all concerns and referrals unless we are advised differently by the LSCB. We ensure the safety and security of the premises and equipment by the following means:

High security railings around the premises and secure external doors.

Strict entry procedures using thumb print entry systems with CCTV cameras.

All equipment used is suitable and safe for your child. For instance, chairs with metal legs are being replaced throughout with wooden ones.

All toys and equipment are checked regularly for safety.

All electrical equipment is checked biannually.

Before opening, the nursery is checked every day by management for potential safety issues.

A fire risk assessment is completed every quarter for each setting.

A risk assessment for all new and current activities is carried out by nursery staff. They will balance educational gains of an activity against any potential risks. The safety of your child is maintained in the following ways:

All children must be signed in and out of the nursery.

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Children are checked in and out for outdoor play which ensures that a child is never left unattended.

We have developed a proprietary electronic in-house accident reporting system to deliver real-time information. This enables us to monitor and ensure every accident is reported accurately thus improving any future processes.

We also carry out an annual health and safety audit process as well as spontaneous checks by support staff. Every nursery has health and safety monitoring checks that are checked monthly.

We ban the use of mobile phones in our nursery rooms and only non-camera models are allowed for outside activities and emergencies. be healthy

We have strict guidelines to control the administration of medication.

All the staff at each nursery are trained in paediatric and general first aid.

Infection control measures are in place including no outdoor shoes in our Early Years One room and stringent hand-washing procedures in all areas using gels and foams.

enjoy and achieve

We create an environment that is conducive to learning and each child is assigned a Key Person. We support your child in their learning through active play and exploration by observing and assessing them and encouraging their creative thinking.

make a positive contribution

We work together with parents to ensure children’s individual needs are met. Social inclusion is promoted and children are encouraged to behave in a respectful way to others around them.

organisation

We control the suitability of people within the nursery by adhering to these policies:

All personnel have an enhanced DBS check. This is currently the highest level of checking available.

All new staff must have two employment references checked before starting at the nursery. We may ask for an additional character reference where applicable.

New staff require a current DBS certificate before they are allowed to interact with children without supervision.

All adults collecting children from the nurseries will have to be nominated and identified beforehand and will need to quote an agreed password.

All external nursery doors are secure with thumb print entry and CCTV/visual checks at the entrances to identify visitors before entry is allowed.

Visitors are checked into and out of the nursery.

Any contractual staff have to be from an approved contractor list and must have a permit to work. All documentation relating to policies and procedures can be viewed on request at all our nurseries. Summaries of these policies are displayed on parents’ notice boards.

managing children's behaviour

Our staff are able to manage a wide range of behaviour to ensure every child’s welfare and development. Children benefit most when adults adopt a consistent and positive approach to the management of their behaviour. By establishing clear boundaries according to the level of understanding, children become aware of the routines and begin to understand what is expected of them. Children have a lot to learn about behaving and coping with very different environments in their first five years. Our staff are sensitive to the individual needs of each child, their cultural and family backgrounds, and their developmental stage of learning. Children are not born with an understanding of the rules of acceptable behaviour - they have to learn them, and adults need to help them do this. Managers and their teams have a responsibility to ensure that:

the physical environment is safe, well organised and stimulating.

all activities, resources and equipment are appropriate for your child's ages and stages of development.

when appropriate, children are given opportunities to become involved in their own learning environment including the setting of rules and boundaries.

each nursery offers an organised environment that provides plenty of well planned and age appropriate activities.

when they are actively included in positive play with adults, children are less likely to adopt inappropriate behaviour.

once expectations have been made clear, children receive a consistent approach from the staff. Children develop and progress best in an environment in which:

they know what is expected of them and they are free to learn and play in an organised way where good behaviour is positively encouraged.

opportunities for inappropriate behaviour are minimised.

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PARENTS’ GUIDE TO THE EARLY YEARS FOUNDATION STAGE FRAMEWORK

Exciting times ahead for you and your child

What is the Early Years Foundation Stage?

Welcome to the Early Years Foundation Stage (EYFS), which is how the Government and early years professionals describe the time in your child’s life between birth and age 5. This is a very important stage as it helps your child get ready for school as well as preparing them for their future learning and successes. From when your child is born up until the age of 5, their early years experience should be happy, active, exciting, fun and secure; and support their development, care and learning needs. Nurseries, pre-schools, reception classes and childminders registered to deliver the EYFS must follow a legal document called the Early Years Foundation Stage Framework.

What is the EYFS Framework – why do we have one?

The EYFS Framework exists to support all professionals working in the EYFS to help your child, and was developed with a number of early years experts and parents. In 2017 the framework was revised to make it clearer and easier to use, with more focus on the things that matter most. This new framework also has a greater emphasis on your role in helping your child develop.

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It sets out: The legal welfare requirements that everyone registered to look after children must follow to

keep your child safe and promote their welfare

The 7 areas of learning and development which guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge

Assessments that will tell you about your child’s progress through the EYFS

Expected levels that your child should reach at age 5, usually the end of the reception year; these expectations are called the “Early Learning Goals (ELGs)”

There is also guidance for the professionals supporting your child on planning the learning activities, and observing and assessing what and how your child is learning and developing.

What does it mean for me as a parent?

Ensuring my child’s safety

Much thought has been given to making sure that your child is as safe as possible. Within the EYFS there is a set of welfare standards that everyone must follow. These include the numbers of staff required in a nursery, how many children a childminder can look after, and things like administering medicines and carrying out risk assessments.

Quality

You can find out about the quality of your child’s nursery and other early years providers in relation to the EYFS Framework by checking what the Government’s official inspection body for early years, Ofsted,has to say about it. You can find this information at www.ofsted.gov.uk/inspection-reports/find-inspection-report.

How my child will be learning The EYFS Framework explains how and what your child will be learning to support their healthy development. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.

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Children should mostly develop the 3 prime areas first. These are: Communication and language;

Physical development; and

Personal, social and emotional development.

These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:

Literacy;

Mathematics;

Understanding the world; and

Expressive arts and design.

These 7 areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. This is a little bit like a curriculum in primary and secondary schools, but it's suitable for very young children, and it's designed to be really flexible so that staff can follow your child's unique needs and interests.

Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.

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The diagram below gives examples of the areas of learning and development and shows the links between the way in which your child learns and what they learn.

For example, in

reading between 2 ¼

and 4 years: learning

how to suggest an

ending to a story

For example, between 2 ¼ and 3 ¾

years: learning about special times or

events for family or friends and being

able to describe them. Being able to

talk about some of the things they

have observed such as plants,

animals, natural and found objects.

For example, between

3 ¼ and 5 years:

learning to control

objects by pushing,

patting, throwing,

catching or kicking

For example, between 2 ½

and 4 years: learning to be

confident in talking to other

children when playing, and to

talk freely about own home

and community

For example,

between 1 ¾ and 2

½ years:

developing an

understanding of

simple concepts

such as big/little

For example,

between 1 ¼ and 2

years: enjoying

filling and emptying

containers in the

bath

For example,

between 2 ½ and 4

years: learning

how to explore

what happens

when they mix

colours

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As a mum or dad, how can I help with my child’s learning?

All the fun activities that you do with your child at home are important in supporting their learning and development, and have a really long lasting effect on your child’s learning as they progress through school. Even when your child is very young and is not yet able to talk, talking to them helps them to learn and understand new words and ideas. If you make the time every day to do some of the following things with your child it will make a real difference to your child’s confidence as a young learner.

If you're looking for new ideas for things to do then find out what is on offer at your local children’s centre. Many offer ‘messy play’ activities which you and your child can join in with, and many of the activities they provide are free. Staff can also give you advice about the kinds of books or other activities your child might enjoy at different ages.

Talk about the numbers,

colours, words and letters you

see when you are out and about

Sing and tell

nursery

rhymes Allow your child to cut

out and stick pictures

from magazines

Plant seeds or bulbs in

a pot or garden patch

Cook / bake

together

Use the weather – shadows, rain

puddles, snow, wind, mist and sun

– to extend your child’s

vocabulary

Explore the park at a

different time of the

year – go off the beaten

track

Talk to your child at

every opportunity –

e.g. what you are

doing that day

Share a

book

On a trip to the

supermarket, talk

about all the

different

packaging shapes

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How can I find out how my child is getting on?

It is important that you and the professionals caring for your child work together. You need to feel comfortable about exchanging information and discussing things that will benefit your child. These conversations will either need to be with your childminder or, in a larger setting like a nursery, with your child’s “key person”. This is the person who:

Is your main point of contact within the setting

Helps your child to become settled, happy and safe

Is responsible for your child’s care, development and learning

Takes a careful note of your child’s progress, sharing this with you and giving you ideas as

to how to help your child at home

You should be able to get information about your child’s development at any time and there are two stages (at age 2, and again at age 5) when the professionals caring for your child must give you written information about how he or she is doing.

Try to speak to your child’s key person as often as

possible about what your child has been doing,

what they have enjoyed, what they need to be

doing more of and what you can do at home.

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When your child is 2 At some point after your child turns 2, the professionals working with your child must give you a written summary of how your child is progressing against the 3 prime areas of learning:

communication and language;

physical development; and

personal, social and emotional development.

This is called the progress check at age 2. This check will highlight areas where your child is progressing well and any where they might need some extra help or support – and how mums and dads and other family members or carers can work with the key person to help. You might find it useful to share the information from the check with other professionals such as health visitors (who can use it as part of the health and development review).

When your child is 5 At the end of the EYFS – in the summer term of the reception year in school – teachers complete an assessment which is known as the EYFS Profile. This assessment is carried out by the reception teacher and is based on what they, and other staff caring for your child, have observed over a period of time. Another important part of the EYFS Profile is your knowledge about your child’s learning and development, so do let your child’s class teacher know about what your child does with you: such as how confident your child is in writing their name, reading and talking about a favourite book, speaking to people your child is not so familiar with or their understanding of numbers. All of the information collected is used to judge how your child is doing in the 7 areas of learning and development. Finding out at this stage how your child is doing will mean that the teacher your child has in their next school year – year 1 – will know what your child really enjoys doing and does well, as well as helping them decide if your child needs a bit of extra support, what that support should be and if they are already getting it. The school will give you a report of your child’s progress, including information from his or her EYFS Profile.

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Where can I go for further information?

The most important place to find out more is your child’s childminder or nursery – do ask as many questions as you need to. Providers really do welcome speaking with you. You may want to find out what is on offer at your local children’s centre. You can find the Early Years Foundation Stage which includes the early learning goals at www.foundationyears.org.uk. The foundation years website also includes a range of resources and contacts.