The nursery is situated in the building next to the infants section of the school and has its own dedicated outdoor learning environment.
The nursery has two rooms, each with their own toilets. We also have a disabled toilet in the hall with changing facilities. The large outdoor area which is accessible from both rooms has a covered canopy allowing children to play outdoors in all weathers, an artifical grass area and outdoor sandpits.
Children’s development and learning
We adhere to the Statutory Framework for the Early Years Foundation Stage and follow the Early Years Outcomes – DfE September 2013. A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years.
How parents take part in the setting
The school recognises parents as the first and most important educators of their children and all of the staff see themselves as partners with you in providing care and education for your child. Parents can offer to take part in a session by sharing their own interests and skills with the children. We welcome parents to drop into the setting to see it at work or to speak with the staff.
The setting keeps a Profile for each child. Staff and parents working together on their children’s profile is one of the ways in which the key person and parents work in partnership. Your child’s profile 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.
The setting’s 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 session/day in the setting are provided in ways that:
- help each child to feel that she/he is a valued member of the setting;
- ensure the safety of each child;
- help children to gain from the social experience of being part of a group; and
- provide children with opportunities to learn and help them to value learning.
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.
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.
Starting at our 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.
We provide protective clothing for the children when they play with messy activities. Children do have the option of wearing the Bexton Pre-school sweatshirts and polo shirts; however, both are NOT compulsory.
It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality nursery care and education. We aim to ensure that all parents and carers can share their information in confidence that it will only be used to enhance the welfare of their children.
For further information on our preschool nursery setting, please contact Louise Barker on 01565 650119 or email email@example.com