THORNEY ISLAND NURSERY PROSPECTUS

 

MISSION STATEMENT

Thorney Island Nursery ensures that our children can access fun stimulating learning activities in a caring, happy and safe environment.

 

We pride ourselves in being a setting where they can grow in confidence and independence in preparation not only for school but for life.

 

Our setting aims to:

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

 

Parents

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

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

 

Children's development and learning

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;
  • has the chance to join in with other children and adults to live, play, work and learn together;
  • is helped to take forward his/her learning and development to be helped to build on what he/she already knows and can do;
  • has a key person who makes sure each child makes progress;
  • is in a setting that sees parents are partners in helping each child learn; and
  • develop and is in a setting where parents help to shape the service it offers.

 

Early Years Foundation Stage

The provision for children's development and learning is guided by the Early Years Foundation Stage (Dfe 2012).  Our provision reflects the four over arching principles of the Statutory Framework for the Early Years Foundation Stage.

Early Years Foundation Stage

The EYFS now has 7 areas of learning and development.  Everyone registered to look after children must follow the legal welfare requirements to keep your child safe and promote their welfare.

 

Prime Areas

These prime areas are the most essential for your child's healthy development and future learning:

  • Personal and Social and Emotional Development.
  • Physical Development.
  • Communication and Language.

 

Specific Areas

As the children grow the prime areas will help them to develop skills in the four specific areas:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design.

These seven areas are used to plan your child's learning activities and is designed to be flexible so that staff can follow your child's unique needs and interests.

Children in the EYFS learn by playing and exploring being active and through creative and critical thinking which takes place both indoors and outdoors.

 

Assessments

These will tell you about your child's progress.

Fun activities that you do with your child are home as important in supporting their learning and development.

 

Learning Journaland Record of Achievement

Each child will have a Learning Journal on a CD which is a record of their achievements and development. 

You will also have a folder, which will contain examples of work done by your child and steps we have taken to help them develop and progress.

 

Key Person

This is your main point of contact with the setting who will take note of your child's progress and share this with you.  They will also give you ideas as how to help your child at home.

 

What parents can do to help their child's learning

If you make time to do some of the following things with your child, it will really make a difference to their confidence as a young learner:

  • Talk to your child at every opportunity;
  • Sing and tell nursery rhymes/fairy tales;
  • Cutting and sticking from old magazines;
  • Share and look at books;
  • Talk about numbers and colours;
  • Use the outside for play, puddles, wind, snow, sun.

 

Progress Check

The progress check is done between the age of 24 - 36 months and is a written summary of how your child is progressing in the three prime areas.  This is done in consultation with the parents.

 

Progress check at the age of two

The EYFS requires that we supply parents and carers with a short written summary of their child's development in the three prime areas of learning and development between the age of 24 - 36 months, these areas are:

  • personal social and emotional development
  • physical development
  • communication and language

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.

 

Working together for your children

We maintain the ratio of adults to children in the settling that is set by the Safe guarding and welfare requirements. Volunteer parents helpers are welcome. 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;
  • allow the children to explore and be adventurous in safety.

 

Opening Times

We are open 38 weeks each year. 

We are closed during school holidays and inset days.

We are open Monday to Friday term time only.

Our opening times are 07.30 - 17.30 Monday to Thursday

We close at 15.00 on Fridays

We provide care and education for young children between the ages of 2 and 4 years.

 

Parents

We have an "open door" policy where we welcome parents to talk to staff and to see the setting.

 

Key Person and your Child

Each member of staff has a group of children for whom she is particularly responsible.  Your child's key person is your first point of contact and makes sure that the child care we provide is right for your particular child's needs and interests.  She will also help to settle your child and this will continue throughout your child's time at the setting.  However, all our staff work as an effective team to know all the children and their needs.

 

The settings timetable and routine

A typical day in nursery will include adult led activities, children's choice, stories, snacks, gluing and sticking, singing, teeth cleaning etc.  These experiences are available both indoors and out providing children with different learning opportunities.

 

Snacks and Lunch

Snack time is a social time where children and adults eat together.  We provide the children with a healthy and nutritious snack.

We provide milk at snack times and water is available for all children throughout the day. Each child has a named water bottle which they can access at all times. 

If your child stays all day, you should provide a healthy lunch - see Healthy Eating Policy for recommendations.

 

Clothing

Please bring a spare set of clothing for your child in case they need to be changed.  All clothing must be named for easy identification.

If your child is still in nappies, you will need to bring spare nappies and wipes.  We liaise closely with parents in helping to toilet train your child.

Children are encouraged to explore their environment including messy activities, we therefore recommend a nursery uniform, so that your child's own clothes are not ruined.  We do provide protective clothing, however, for some children this is not enough.

 

Policies

The settings policies and procedures are available in the setting.  A policy is chosen weekly to review and displayed in the setting and on the website for your comments/suggestions. This review helps us to make sure that the policies are enabling the setting to provide a quality service.

 

Safeguarding Children

Our setting has a duty under the law to help safeguard children against suspected or actual "significant harm".  We have robust procedures to ensure the safety of our children and procedures for managing complaints or allegations against members of staff.  Laura Gladman is the Safeguarding Coordinator.

Our working practice ensures that we are aware of any problems that emerge and can offer support including referral to appropriate agencies where necessary to help families in difficulty.

 

Special Needs

The setting works to requirements of the Special Educational Needs Code of Practice (2001).  The setting makes sure that its provision meets the needs of each individual child and any specials needs they may have.  Laura Gladman/Katie Vince is our SENCO

 

 

The management of our setting

There is a committee (military personnel) who oversee the running of the nursery in alliance with the nursery manager.  Parent members of the committee are welcome. The Headteacher of Thorney Island Primary School is also on the committee in an educational advisory roll.

The role of the committee is managing the settings finances, employing and managing the staff, and ensures the nursery is compliant.  The committee advises the nursery with regard to military matters.

 

Fees

The fees are payable monthly in advance (Fee Paying Policy).  For your child to keep his/her place at the setting, you must pay your fees.  We are in receipt of nursery education funding for two and three year olds.  Where funding is not received, fees apply.

If you choose to remove your child during term time you will still be charged.  If you wish to change or terminate your booking we require 4 weeks notice.