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Summary Prospectus

Our Mission Statement

At South Woodham Pre-school, we nurture our children's confidence and self-esteem. Our focus is on positive relationships with children and their families, working together towards an inclusive curriculum that incorporates every age and stage of development. We aim for an atmosphere of co-operation with respect for individual differences and community values.

Parents

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

As a community based, voluntary managed setting, we also depend on the good will of parents and their involvement to keep going. Membership of the setting carries expectations on parents for their support and commitment.

We aim to ensure that each child:

The Early Years Foundation Stage

The provision for children's development and learning is guided by the Early Years Foundation Stage (DfE 2014). Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage.

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

How we provide for development and learning

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise of three prime areas:

And four specific areas:

For each area, the practice guidance sets out the Early Learning Goals. These goals state what is expected children will know and be able to do by the end of the reception year.

The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.

Story Time Girl Working Colouring
Shapes Play Time Play Time

Our Approach to Learning and 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 setting 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, as well as from photographs of the children, to document their progress and where this may be leading them.

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.

Records of Achievement

The setting 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. You and the key person will then decide on how to help your child to move on to the next stage.

Working together for your children

We maintain a ratio of adults to children: under 3 years of age 1:4 over 3 years of age: 1:8, following the EYFS guidelines. This helps us to:

How parents take part in the setting

Our setting recognises parents as the first and most important educators of their children. The staff see 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 setting a welcoming and stimulating place for children and parents, such as:

Key persons and your child

Our setting uses a key person approach. This means that each member of staff has a group of children for whom she/he is particularly responsible. Your child’s key person will be the person who works with you to make sure that what we provide is right for your child’s particular needs and interests. When your child first starts at the setting, she/he will help your child to settle and throughout your child’s time at the setting, she/he will help your child to benefit from the setting’s activities.

The setting's timetable and routines

Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in the setting are provided in ways that:

Policies

Copies of the setting's policies and procedures are available for you to see at the setting.

Safeguarding Children

Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’.

Our employment practices ensure children against the likelihood of abuse in our settings and we have a procedure for managing complaints or allegations against a member of staff.

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.

Our Safeguarding Coordinator is: Donna Berry

Educational and Special Educational Needs

As part of the setting's 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 2011 Education Act and The Special Educational Needs Code of Practice (2014).

Our Special Educational Needs Coordinator is: Julie White

Our Educational Needs Coordinators are: Sharon Gifford, Claire Macklin and Karen Harbott

Health and Safety

Our Health and Safety Coordinator is: Tracy Collins

Privacy Notice

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The management of our setting

A parent management committee - whose members are elected by the parents of the children who attend the setting - oversee the management of the setting. The elections take place at our Annual General Meeting. The committee is responsible for:

Our Annual General Meeting/Open Evenings are open to the parents of all of the children who attend the setting.

The first days

We want your child to feel happy and safe with us. 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 the setting. The setting has a policy about helping children to settle into the setting: a copy is available for you to read.

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