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Prospectus

Our mission statement

Our mission is to enhance every child’s development and their education in a safe, secure and stimulating environment.  We will ensure each child has equal opportunities together with their families.

About us:

L A CHILDCARE has been running for several years and has three pre-schools within it. All our staff are experienced, qualified practioners, first aid trained and all DBS (disclosure barring service) checked.  All staff are aware of social network policies and online agreements and adhere to these rigorously.

Each setting is very individual but each setting promotes the same ethos. Self   evaluation by the staff reflects our practice and with this we can monitor areas of success and areas that need improving and act accordingly to improve in this area.  Each setting has an experienced SEND (special needs) who is trained to work with our special needs children. All send staff will liase with other local authority agencies to ensure all children are inclusive to our settings. Children can join us from two years of age.

We aim to

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

Parents

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

  • valued and respected;
  • consulted;
  • involved
  • Included at all levels.
  • We like all our parents to get involved with the pre -school in any way they can. Regular stay and play sessions are held for parents, grandparents to come in and share the experience. We do have an open door policy but the safeguarding of children is paramount so please do not be offended if we are not able to answer your questions immediately and another time is organised.

Children’s development and learning

We aim to ensure that each child:

  • is in a safe and stimulating environment;
  • is given care and attention, the correct ratio of children to staff is adhered to.
  • has a 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 know and can do;
  • has a personal key person who makes sure each child makes satisfactory progress and plans activities to achieve these outcomes
  • is in a setting that sees parents as partners in helping each child to learn and develop.
  • That parents help to shape the service we provide

Children’s development and learning

The provision for children’s development and learning is guided by The Early Years Foundation Stage (DfE 2012). Our provision reflects the four overarching principles of the statutory framework for the Early Years Foundation Stage.

A Unique Child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Positive Relationships

Children learn to be strong and independent through positive relationships.

Enabling Environment

Children develop and learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

Learning and Development

Children develop and learn in different ways. The framework covers the education and care of all children in early years’ provision including children with special educational needs and disabilities.

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 the children with interesting activities that are appropriate for their age and stage of development.

The Area of Development and learning comprises 

Prime Areas

Prime area

Personal, social and emotional development;

  • With a nurturing environment, children are individually supported in developing confidence, autonomy and self-respect. They are encouraged to work and concentrate independently and to take part in the life of the preschool, sharing and co-operating with other children and adults. Through activities. conversation and practical examples, they learn acceptable ways to express their own feelings and to have respect for others.  All children are given the opportunity, as appropriate to take responsibility for themselves and for the pre-school and its property.

Physical development

  • Provide a range of equipment and opportunities, both indoors and outdoors (if possible)
  • Allows children to develop confidence and enjoyment in the use and development of their own bodily skills. A high level of adult supervision enables children to safely create and meet physical challenges, developing increasing skill and control in moving, climbing, and balancing. At the same time, children are helped to develop their fine motor skills they will need to use tools, including pens and pencils. They are also encouraged to develop awareness of their own bodies and of what keeps them healthy.

 

  Communication and language;

  • In both and small groups, children are encouraged to extend their vocabulary and fluency by talking and listening, and by hearing and responding to stories, songs and rhymes. Children are given the opportunity to share their own experiences in response to stories or events in their lives using questions such as “how” or “why” and are actively encouraged to listen attentively to both adults and peers. 
  • Children naturally develop in these areas through their own experiences and relationships that they form with adults and peers. Our job is to encourage them in each of these areas to be good role models and to give them lots of exciting opportunities to develop further.

Specific Areas

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design


The ‘Development Matters’ guidance sets out 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.For each area, the level of progress children should be expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know and can do by the end of the reception year of their education.

Personal, social and emotional development

Our programme supports children to develop:

  • Making relationships
  • Self-confidence and self-awareness
  • Managing feelings and behaviour

Physical development

      Our programme supports children to develop:

  • Moving and handling
  • Health and self-care

Communication and language

Our programme supports children to develop:

  • Listening and attention
  • Understanding
  • Speaking

Literacy

Our programme supports children to develop:

  • Reading
  • Writing

Mathematics

     Our programme supports children to develop:

  • Numbers
  • Shape, space and measure

Understanding the world

    Our programme supports children to develop:

  • People and communities
  • The world
  • Technology

Expressive arts and design

  • Exploring and using media and materials
  • Being imaginative

Literacy:

Children are helped to understand that written symbols carry meanings to be aware of the purposes of writing and, when they are ready, to use drawn and written symbols themselves.  We have a book corner and children are encouraged to bring books in from home to share with us. They are also taught the importance in handling books correctly.

Mathematics:

By means of adult-supported experience, children become familiar with sorting, matching, ordering, sequencing, and counting activities which form the basis for early mathematics. There are opportunities both inside and outside to count objects, solve practical problems, Children are assisted to learn and use vocabulary of mathematics identifying objects by shape, position, size volume, and number. Songs, games and pictures books help children become aware of number sequences. Children have access to IT games to play and learn.

Understanding the world.

A safe and stimulating environment allows children to observe and experiment with a range of natural and manufactured products. They learn to to recognise patterns and similarities and to share and record their findings. Children are assisted in exploring and understanding their environment both within the pre-school and in the wider community.  They learn to respect each other and be expected to be respected. A range of safe and well maintained equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.  Children are introduced to a range of ICT equipment such as remote controlled cars, cameras, IT equipment. 

Expressive arts and design.

Children are encouraged to use a wide range of resources to express their own ideas and feeling, and to construct their individual response to experience, in two and three dimensions.  Art equipment, including paint, glue, crayons, and pencils as well as natural and discarded recycling resources provide for open ended exploration of colour shape and texture and the development of skills in painting, drawing, and collage. Children join in with and respond to music and stories, and there are many opportunities for imaginative role play, both individually and as part of a group.

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 how young children learn to think. Our setting uses the Early Years Foundation Stage ‘Development Matters guidance 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. In all activities information from the Development Matters guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Characteristics of effective learning

We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Development Matters guidance to the Early Years Foundation Stage as:

  • Playing and exploring – engagement
  • Active learning – motivation
  • Creating and thinking critically – thinking

We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide to support each child to remain an effective and motivated learner.

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 or videos 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 currently use Tapestry an online system which parents have access to and can monitor and add achievements to it.

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.

The progress check at age two

The Early Years Foundation Stage requires that we supply parents and carers with a short-written summary of their child’s development in the three-prime learning and development areas of the EYFS: personal, social and emotional development; physical development; and communication and language; when a child is aged between 24 – 36 months. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

Records of achievement

The setting keeps a record of achievements 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 they 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

In our setting, we maintain the ratio of adults to children in the setting that is set through the Safeguarding and 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 we provide; and
  • Allow the children to explore and be adventurous in safety.

Opening times

  • We are open for 38 weeks each year.
  • We are open Monday to Friday inclusive during term time. Each pre-school opening hours are displayed on our notice boards.
  • Children who have reached the term after their third birthday can benefit from the governments funding which is 15 hours a week free care each week which can be taken in either morning, afternoon or all day sessions. With effect from September 2017 this will be extended to 30 hours a week subject to some criteria. Any hours taken over this amount is charged at an hourly rate but must be in blocks of three hours.
  • Funding for two-year-old places are offered again subject to some criteria.   

We provide care and education for young children from aged two years until school age.

How parents take part in the setting

Our setting recognises parents as the first and most important educators of their children. All 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:

  • Exchanging knowledge about their children’s needs, activities, interests and progress with the staff;
  • Contributing to the progress check at age two;
  • Sharing their own special interests with the children;
  • Helping to provide, make and look after the equipment and materials and curriculum provided by the setting;
  • Joining in community activities in which the setting takes part; and
  • Building friendships with other parents in the setting.

The parents stay and play sessions

Each term parents, carers and grandparents are invited into the setting to join in with the routine.

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 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.

Learning opportunities for adults

As well as gaining qualifications in early years’ care and education, our staff take part in further training to help them to keep up-to-date with thinking about early years’ care and education. All staff undertake safeguarding qualifications, the manager doing the advanced course first aid training, prevent duty, FGM training.  These are in addition to courses which run to further develop their skills and understanding of further topics which are then introduced at the pre-schools. In house training is provided.

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:

  • 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.

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 to work with others.

Outdoor activities contribute to children’s health, their physical development and their knowledge of the world around them. As well as an outdoor play area, we take the children out into the local community. The setting organises the session to take account of children’s changing energy levels.

Snacks and meals

The setting promotes healthy eating, and would like each child to bring in a piece of fruit,

or vegetable suitable for snack time daily, which will be shared amongst the children, as we make snack times a social time at which children eat together.

Where possible please can you prepare the fruit/vegetable for example grapes and cherry tomatoes to be cut in half. A drink of milk or water is provided, unless your child has any special dietary needs. Water is available throughout each session.

As part of our commitment to healthy eating it is requested that the children bringing in packed lunches bring in food which is healthy and nutritious. As there is no fridge or cool box, please can an ice pack be placed in each lunch box as deemed necessary. Please ensure that all sandwich boxes and drink containers are clearly marked with your child’s name.

If for any reason a child forgets their pack lunch, the staff will provide a packed lunch and drink, the cost of which will be met by the parent/guardian, a receipt will be provided.

When it is your child’s birthday, you are most welcome to bring in some cakes to share.

Policies

The settings policies help us to make sure that the service provided by the setting is a high quality one and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents/guardians. The settings policies can be found in the parent’s information basket.

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 setting 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.

Special 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. Our Special Educational Needs Co-ordinator details are on our notice board.

The management of our setting

Both Helen Taylor and Tina Corney are directors of LA Childcare Ltd and they are responsible for:

  • managing the setting’s finances; employing and managing the staff; making sure that the setting has, and works to, policies that help it to provide a high-quality service; and making sure that the setting works in partnership with children’s parents.

Fees

Fees must be paid within the first two weeks of each term; otherwise an additional charge will be incurred. The fees policy is displayed on the notice board. Details of payment via BACS is explained on your invoice. If paying by cheque, please can the number of the guarantee card be written on the back of the cheque. If a cheque is not cleared with your bank or building society an additional cost of the bank charges we incur will be added. If there is a problem with this, please speak to one of the leaders. Please note that if fees are not paid in the term in which they are due, you could be asked to remove your child from pre-school and their place given to another child. Fees usually increase in the Autumn term, but we have a right to increase these at any time. Please can you put your child’s name on the back of the cheque.

If you are claiming the Nursery Education Grant (Vouchers), which is paid by the Early Years and Child Care Partnership, a payment is still required for the additional time not covered by the Nursery Education Grant. Upon registering your child, you will need to send a copy of your child’s birth certificate, and the original needs to be seen when your child starts at the pre-school. Children receiving the 30 hour funding need to provide birth certificate, national insurance number and get a code from South Glos council please ask a member of staff or details. 

Vouchers will run for 38 weeks, but this is subject to change from time to time.  If the pre-school term is longer, which occasionally happens, you as parents are required to pay the balance owing. It is a condition of attending the pre-school that you agree to the pre-school timetable and not the school or vouchers timetable.

If at any time during the term, your child is ill or you take them on holiday, the full term’s fees are still payable. We also require a letter if your child is absent from pre-school for a week or more due to illness or a holiday.

If for any unforeseen reason, such as severe weather conditions, the pre-school has to close for a session at short notice, unfortunately a refund cannot be given and fees are still payable. Please refer to our Facebook page and Website for up-to-date information on any closure.

Please note that 6 weeks’ notice is required to cancel a child’s place.

With effect from September 2013, 15 hours of free care is available to children who can claim the Nursery Education Grant. After this each session, will be charged at full fees.

Starting at our setting

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.

Late Collection

Parents will be charged £10 for every quarter of an hour for lateness in collecting their child at the manager’s discretion.

Clothing

We provide protective clothing for the children when they play with messy activities. We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on aprons and outdoor clothes. Clothing that is easy for them to manage will help them to do this.

 

We hope that you and your child enjoy being members of our setting. The staff are always ready and willing to talk with you about your ideas, views or questions.     

Thank you for taking the time to read our prospectus. We hope that you have found it informative and useful. Please if you have any questions do not hesitate to give us a ring or pop in and speak to us. 

If you can return this paper copy if you no longer need one, we will be grateful. A copy is available in the parent’s basket and a copy is online on our website     

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