Information

Parents

Parents are regarded as members of Pre-school who have full participatory rights.
These include a right to be:
• valued and respected;
• kept informed;
• consulted;
• involved; and
• included at all levels.

The first days

We want your child to feel happy and safe at Pre-school. To make sure that this is the case, the staff will work with you to decide on how to help your child to settle into Preschool. Pre-school has a policy about helping children to settle: a copy is available from Pre-school.

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 to work 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, as well as those provided in the indoor playroom(s).


The provision for children's development and learning is guided by The Early Years
Foundation Stage (DCFS 2007). From September 2008 the Early Years Foundation Stage became law. This brings together Birth to Three Matters and the Curriculum Guidance for the Foundation Stage. Our provision reflects the four key themes and 16 commitments of the Early Years Foundation Stage.

A Unique Child
Child Development: Skilful communicator, competent learner. Inclusive Practice: Equality and diversity, children’s entitlements, early support. Keeping Safe: Being safe and protected, discovering boundaries, making choices. Health and Well-being: Growth and developing, physical and emotional wellbeing


Positive Relationships
Respecting Each Other: Understanding feelings, friendship, professional relationships.
Parents as Partners: Respecting diversity, communication, learning together. Supporting Learning: Positive interactions, listening to children, effective teaching. Key Person: Secure attachment, shared care, independence.


Enabling Environments
Observation, Assessment and Planning: Starting with the child, planning, assessment. Supporting Every Child: Children’s needs, the learning journey, working together. The Learning Environment: The emotional environment, the outdoor environment, the indoor environment. The Wider Context: Transitions and continuity, multi-agency working, the community.

Learning and Development
Play and Exploration: Learning through experience, adult involvement, contexts for learning. Active Learning: Mental and physical involvement, decision making, personalised learning. Creativity and Physical Thinking: Making connections, transforming and understanding, sustained shared thinking.

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