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Village Nurseries Early Years Prospectus

Early Years Prospectus

Thank you for choosing Village Nurseries; we are committed in providing the very best in education and care for children below statutory school age. We recognise that every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. We hope you find the information we have provided informative, however, if you have any further questions with regard to our curriculum please do not hesitate to contact us.

 

Our pre-school aims to:

  • Provide high quality care and education for children below statutory school age.
  • Work in partnership with parents to help children learn and develop.
  • Add to the life and well being of the community.
  • Offer children and their parents a service that promotes equality and values diversity.

Parents

Parents are regarded as members of our pre-school who have full participatory rights. These include a right to be:

  • Valued and respected
  • Kept informed
  • Consulted
  • Involved

We aim to ensure that each child:

Enjoys a safe and stimulating environment on a daily basis.
Is given generous care and attention, because of our ratio of qualified staff to children.
Have the opportunities to join with other children and adults to play, work and learn together.
Is supported by our staff to plan around the needs and interests of each individual child through daily observations, assessments and reviews of progress.
Has a personal key person who ensures that each child makes satisfactory progress and forges a close bond.
Is in an environment that promotes the importance of parents and practitioners working together in helping children to learn and develop, and reach their full potential.


Early Years Foundation Stage (EYFS)

The Early Years Foundation Stage (EYFS) sets the standard that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.


The Early Years Foundation Stage seeks to provide:

Quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind.
A secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly.
Partnership working between practitioners and with parents and/or carers.
Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.


The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover:

The areas of learning and development which must shape activities and experiences (educational programme) for children in all early years settings.

The early learning goals that providers must help children to work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five)
Assessment arrangements for measuring progress (and requirements for reporting to parents and /or carers).
The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare.


The areas of learning and development

There are seven areas of learning and development that must shape educational programmes in all early years’ settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:

Communication and language
Physical development
Personal, social and emotional development.


We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:

Literacy
Mathematics
Understanding the world
Expressive arts and design


Our educational programmes involve activities and experiences for children as follows:

Communication and language development involves giving children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.
Physical development involves providing opportunities for young children to be active and interactive and to develop their co-ordination, control and movement. Children will be helped be to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others, to form positive relationships and develop respect for others, to develop social skills and learn how to manage their feelings, to understand appropriate behaviour in groups, and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces and measures.
Understanding the world involves guiding children to make sense of the physical world and their community through opportunities to explore observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

 

Our approach to learning, development and assessment

Learning through play
Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. Our pre-school uses the practice guidance Early Years Foundation Stage to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity.

Assessment
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, and photographs of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development.

We complete periodic assessment summaries of children’s achievements based on our ongoing development records. The summaries of achievements are shared with our parents normally at twelve week intervals.

Record of achievement
The pre-school keeps a record of achievement for each child. Staff and parents working together on their children’s records of achievement is one of the ways in which the key person and parents work in partnership. Your child’s record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child’s key person will work with you to keep this record. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress.

 

Supporting children whose home language is not English

We provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Children are encouraged and given opportunities to learn and reach a good standard in English language during their time at pre-school in preparation for their transition into primary school. To assist us in making a child feel welcomed and valued we may request help from our parents. It may be sharing common words in order to assist a child settle into nursery life, or spending time at the pre-school assisting the staff in supporting your child to feel at home and happy. Working in partnership with our parents will ensure that every child is given the very best start in life.

 

Working together for your children

In our pre-school we maintain the ratio of adults to children that is set through the Welfare Requirements.

This helps us to:

Give time and attention to each child.
Talk with the children about their interests and activities.
Help children to experience and benefit from the activities provided.
Allow the children to explore and be adventurous in safety.


How parents take part in the setting

Our pre-school recognises parents as the first and most important educators of their children. All of the staff regard themselves as partners with parents in providing care and education for their child. There are many ways in which parents take part in making the pre-school a welcoming and stimulating place for children and parents, such as:

  • Exchanging knowledge about their child’s needs activities, interests and progress with the staff.
  • Helping at sessions of the pre-school.
  • Sharing their own special interests and skills with the children.
  • Taking part in activities such as junk modelling, storytelling, cooking and introducing the children to cultural diversity through hands on approach.
  • Building friendships with other parents in the pre-school.


Joining in

Helping at the session enables parents to see what the day to day life of the pre-school is like and to join in helping the children to get the best out of their activities. We actively encourage our dad’s to participate in the day to day sessions, please speak to your pre-school Manager if you do not see a rota.

Joining the rota is not the only means of taking part in the life of the setting. Parents can offer to take part in a session by sharing their own interests and skills with the children. Parents have visited the setting to play a musical instrument with the children, shown pictures of the local carnival held in their neighbourhood, and introduced a new family member to the children.

 

The session

We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult- led small and large group activities which introduce them to new experiences and help them to gain new skills, as well as helping them to learn with others.

Outdoor activities contribute to children’s health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen and adult-led activities.

 

Snack time

We organise the delivery of fresh seasonal fruit to all our pre-schools on a weekly basis. The pre-school ensures that snack time is a social time, at which children learn to interact with one another. The staff are there to guide children in self help skills, promoting independence, confidence and making choices. Our daily snack menu provides children with healthy and nutritious food. Do tell us about your child’s dietary needs and we will make sure that these are met.

 

Policies

Our policies and procedures are available at all our pre-schools for your guidance, they can be found in a red folder in our foyer areas. We would encourage all our parents to read them, as they do provide all the information which relates to the daily running of the pre-schools.

We would request that parents regularly read the information provided on the notice boards, the notice boards contain a wealth of information with regard to pre-school life including our registration and insurance details and latest Ofsted inspection details.

 

Safeguarding children

Our pre-school has a duty under the law to help safeguard children against suspected or actual significant harm’. Our employment practices ensure children are safeguarded against the likelihood of abuse in our pre-schools and we have procedures for managing complaints or allegations against a member of staff. Our staff are fully trained in safeguarding matters, and are confident in following safeguarding procedures when making a referral to their local Social Services department. Our way of working with children and their parents ensures we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty. We would suggest that all parents read and familiarise themselves with or safeguarding policies and procedures that can be found in the red folder in every nursery foyer area.

In order to meet recent government deadlines we would request that parents refrain from using their mobile phones whilst on nursery premises. Smoking and the use of cameras is also strictly prohibited in our pre-schools.

 

Special needs

As part of the pre-school policy to make sure that its provision meets the needs of each individual child, we take account of any special needs a child may have. The setting works to the requirements of the 1993 Educational Act and the Special Educational Needs Code of Practice (2001).

 

Nappy changing

We accept children who are not yet toilet trained as we recognise that children reach different milestones at different times in their development. For children who join our pre-school who are not yet toilet trained we would request that parent’s discuss their individual needs with the manager and also read our nappy changing policy. Parents will be expected to provide their children with all the necessary equipment in a named bag. Our staff will be happy to work with our parents in supporting their child in achieving independent toileting.

 

Medication

Please ensure you discuss your child’s medical requirements with the manager of our pre-schools. For children who are suffering from a long term medical condition or a life threatening illness please ensure you provide us with thorough information, our parents will be asked to complete a health form and a medication consent form which will give us permission to administer medication. We will store only life saving medication on our premises, please ensure you always provide us with the necessary medication for your child.

Please do not send your child to pre-school if they are unwell or you have administered any medication during the course of the day or night. Children suffering from vomiting/diarrhoea will need to be absent for a minimum of 48 hours from the last episode.

If you have any questions as to when to send your child back to pre-school please contact your pre-school manager or head office who will advise you on the recommended period of time required off for all common childhood illnesses. This information has been provided to all pre-schools from the government Heath Protection Agency.

 

Clothing

We provide clothing for the children when they play with messy activities. However, clothing can still sometimes become marked or dirty, so we would ask you to bear this in mind when dressing your child before pre-school. The children will have opportunities to play outside in the garden and will often be involved in gardening activities as well as sand and water play and daily use of play dough and paint. Children are encouraged to wear aprons whist painting or playing with water, but staff will never force the issue.

We encourage children to gain the skills that help them to be independent and look after themselves in preparation for school. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this. Sensible footwear is essential due to the nature of some of the activities: Please ensure children do not arrive with open toe sandals or shoes with heels as inappropriate footwear can be dangerous in a nursery environment.

In the winter months you may be asked to provide your child with wellington boots and water proofs so that they can play outside in all weathers. During the summer months on hot days you will be expected to provide your child with a sun hat and we would also request that you administer a waterproof factor 50 sun block before pre-school commences.

We hope that you and your child enjoy being part of our community and hope that you both find taking part in our activities interesting and stimulating. The staff are always ready and willing to talk to you about your ideas, views or questions.

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