Prospectus

Our setting aims to:

  • provide high quality care and education for children primarily below statutory school age;
  • work in partnership with parents to help children to learn and develop;
  • add to the life and well-being of its local community; and
  • offer children and their parents a service that promotes equality and values diversity.

Parents

In community based settings that are members of the Pre-school Learning Alliance, whether sessional settings or full day care nurseries, all parents are regarded as members who have full participatory rights. These include a right to be:

  • valued and respected;
  • kept informed;
  • consulted;
  • involved; and
  • included at all levels.

In community based, voluntary managed settings, we also depend on the good will of parents and their involvement to keep going. Membership of the setting also carries expectations on parents for their support and commitment. This is the basis of the ‘mutuality’ that characterises a Pre-school Learning Alliance member setting.

We aim to ensure that each child:

  • is in a safe and stimulating environment;
  • is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer parent helpers;
  • has the chance to join with other children and adults to live, play, work and learn together;
  • is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do;
  • has a personal key person who makes sure each child makes satisfying progress;
  • is in a setting that sees parents as partners in helping each child to learn and develop; and
  • is in a setting in which parents help to shape the service it offers.

The Early Years Foundation stage

The EYFS is from birth to the end of reception year (six years)

Every child has there own individual records, as your child moves through the EYFS we will give you progress reports to show and records at any time you would like to look at them.

The records will be observations of your child, these will be in note form and will help us plan session to develop your child needs through planned activities.

We will feedback any points that need addressing and give you the opportunity to give input into your child’s individual learning plan.

All children are different and to reflect this age range and the EYFS have created a develop broad developmental phases

The four themes are:-

  • A unique child
  • Positive Relationships
  • Enabling Environments
  • Learning & Developing

These four themes express the important principles underpinning effective practice in the care, development and learning to young children. Each principle is supported by four commitments which describe how the principles can be put into practice.

A Unique Child

Every child is a competent learning from birth who can be resilient, capable, confident & self assured.

1.       Child Development. Babies & children develop in individual ways and at varying rates. Every area of development – physical, cognitive, spiritual, social and emotional is equally important.

2.       Inclusive Practice. The diversity of individuals and communities is valued and respected, no child or family is discriminated against.

3.       Keeping Safe Young Children are Vulnerable. They develop resilience when their physical and psychological well being is protected by adults.

4.       Health and Well Being, Children’s health is an integral part of their emotional, mental, social well being and is supported by attention to these aspects.

Positive Relationships

Children learn to be strong and independent from a base of loving and secure relationships with parents and/or key person

1.       Respecting Each Other.  Every interaction is based on caring professional relationships and respectful acknowledgement of the feelings of children and their families.

2.       Parents as Partners.  Parents are children’s first and most enduring educators. When parents and practitioners work together in early year’s settings, the results have a positive impact on children’s development and learning.

3.       Supporting Learning.  Warm, trusting relationships with knowledgeable adults support children’s learning more effectively than any amount of resources.

4.       Key Person.  A Key person has special responsibilities for working with a small number of children, giving them the reassurance to feel safe and cared for and building relationships with their parents.

Enabling Environments
The environment plays a key role in supporting and extending children’s development and learning

1.       Observation, Assessment and Planning Babies and young children are individuals first, each with a unique profile of abilities. Schedules and routines should flow with the child’s needs. All of our planning starts with observing children in order to understand and consider their current interests, development and learning.

2.       Supporting Every Child The environment supports every child’s learning through planned experiences and activities that are challenging but achievable.

The Learning Environment A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces.

  1. 4.            The Wider Context. Working in partnership with other settings, other professionals and with individuals and groups in the community supports children’s development and progress towards the outcomes of Every Child Matters: being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being.

Learning And Development
Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

1.       Play and Exploration. Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.

2.       Active Learning. Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.

3.       Creativity and Critical Thinking. When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adults support in this process enhances their ability to think critically and ask questions.

4.       Areas of Learning and Development. The Early Years Foundation Stage (EYFS) is made up of six areas of Learning and Development. All areas of Learning and Development are connected to one another and are equally important. All areas of Learning and Development are underpinned by the Principles of the EYFS.

The six areas of Learning and Development are:-

1.       Personal, Social and Emotional Development

  • Dispositions and Attitudes -is about how children become interested, excited and motivated about their learning
  • Self-confidence and Self-esteem – is about children having a sense of their own value and understanding the need for sensitivity to significant events in their own and other people’s lives
  • Making Relationships – is about the importance of children forming good relationships with others and working alongside others companionably
  • Behaviour and Self-control – is about how children develop a growing understanding of what is right and wrong and why, together with learning about the impact of their words and actions on themselves and others
  • Self-care – is about how children gain a sense of self-respect and concern of their personal hygiene and care and how they develop independence
  • Sense of Community – is about how children understand and respect their own needs, views, cultures and beliefs and those of other people

2.       Communication, Language and Literacy

  • Language for Communication – is about how children become communicators. Learning to listen and speak emerges out of non-verbal communication, which includes facial expression, eye contact, and hand gesture. These skills develop as children interact with others, listen to and use language, extend their vocabulary and experience stories, songs, poems and rhymes
  • Language for Thinking – is about how children learn to use language to imagine and recreate roles and experiences and how they use talk to clarify their thinking and ideas or to refer to events they have observed or are curious about
  • Linking Sounds and Letters – is about how children develop the ability to distinguish between sounds and become familiar with rhyme, rhythm and alliteration. They develop understanding of the correspondence between spoken and written sounds and learn to link sounds and letters and use their knowledge to read and write simple words by sounding out and blending
  • Reading – is about children understanding and enjoying stories, books, and rhymes, recognising that print carries meaning, both fiction and fact, and reading a range of familiar words and simple sentences
  • Writing – is about how children build an understanding of the relationship between the spoken and written word and how through making marks, drawing and personal writing children ascribe meaning to text and attempt to write for various purposes
  • Handwriting – is about the ways in which children’s random marks, lines and drawings develop and form the basis of recognisable letters

3.       Problem Solving, Reasoning and Numeracy

  • Numbers as Labels and for Counting – is about how children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems
  • Calculating – is about how children develop an awareness of the relationship between numbers and amounts and know that numbers can be combined to be ‘added together’ and can be separated by ‘taking away’ and that two or more amounts can be compared
  • Shape, Space and Measures – is about how through talking about shapes and quantities, and developing appropriate vocabulary, children use their knowledge to develop ideas and to solve mathematical problems

4.    Knowledge and Understanding of the World

  • Exploration and Investigation – is about how children investigate objects and materials and their properties, learn about change and patterns, similarities and differences, and question how and why things work
  • Designing and Making – is about the ways in which children learn about the construction process and the tools and techniques that can be used to assemble materials creatively and safely
  • ICT – is about how children find out about and learn how to use appropriate information technology such as computers and programmable toys that support their learning
  • Time – is about how children find out about past and present events relevant to their own lives or those of their families
  • Place – is about how children become aware of and interested in the natural world, and find out about their local area, knowing what they like and dislike about it
  • Communities – is about how children begin to know about their own and other people’s cultures in  order to understand and celebrate the similarities and differences between them in a diverse society

5.    Physical Development

  • Movement and Space – is about how children learn to move with confidence, imagination and safety, with an awareness of space, themselves and others
  • Health and Bodily Awareness – is about how children learn the importance of keeping healthy and the factors that contribute to maintain their health
  • Using Equipment and Materials – is about the ways in which children use a range of small and large equipment

6.    Creative Development

  • Being Creative –  Responding to Experiences, Expressing and Communicating Ideas – is about how children respond in a variety of ways to what they see, hear, smell, touch, or feel and how, as a result of these encounters, they express and communicate their own ideas, thoughts and feelings
  • Exploring Media and Materials – is about children’s independent and guided exploration of and engagement with a widening range of media and materials, finding out about, thinking about and working with colour, texture, shape, space and form in two and three dimensions
  • Creating Music and Dance – is about children’s independent and guided explorations of sound, movement and music. Focusing on how sounds can be made and changed and how sounds can be recognised and repeated from a pattern, it includes ways of exploring movement, matching movements to music and singing simple songs from memory
  • Developing  Imagination and Imaginative Play – is about how children are supported to develop and build their imaginations through stories, role-plays, imaginative play, dance, music, design, and art.

Working together for your children

In our setting we maintain the ratio of adults to children in the setting that is set though the National Standards for Day Care. We also have volunteer parent helpers where possible to complement these ratios for our end of term parties. 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 we provide; and
  • Allow the children to explore and be adventurous in safety.

Leave a reply