Parents Handbook 2026 – 2027

Mission Statement

At Doris Venner Pre‑School, our aim is to create a safe, nurturing and emotionally secure environment where every child feels valued, respected and celebrated for their unique strengths. Emotional wellbeing is at the heart of everything we do, because we know children thrive when they feel connected, understood and confident.

We embrace and celebrate diversity in all its forms, ensuring every child sees themselves reflected in our environment, relationships and curriculum. Our inclusive practice supports children with SEND through thoughtful adaptations, strong partnerships with families and a belief that every child can flourish.

We champion the core values of emotional wellbeing, resilience and independence, helping children develop the confidence to explore, the courage to try, and the skills to navigate challenges. Through rich play experiences, curiosity‑led learning and a strong sense of belonging, we support every child to grow into a capable, compassionate learner who can reach their full potential in a way that is meaningful to them.

Welcome to Doris Venner Pre-School

Doris Venner Pre‑School has been serving families since 1973. We are a registered charity, regulated by Ofsted, and proud members of the Early Years Alliance. Our setting is warm, inclusive and community‑focused, offering high‑quality early education for children aged 18 months to 5 years.

Our mission is to provide a safe, caring and stimulating environment where every child can thrive. We believe children learn best through play, exploration and meaningful relationships. Our curriculum is purposeful, language‑rich and aligned with the EYFS 2026 statutory framework, incorporating Development Matters, Birth to Five and our own unique curriculum strands.

We celebrate diversity and welcome children of all abilities, backgrounds and cultures. With high adult‑to‑child ratios, experienced practitioners and a strong key person system, we ensure every child receives individual attention, emotional security and opportunities to reach their full potential.

Families are valued partners in our community. We work closely with parents to build strong relationships, share learning and create a nurturing environment where children feel confident, curious and ready for their next steps.

About Us

We offer sessional and full‑day care during term time, from 9:15am to 3:30pm, with Breakfast Club available from 8:00am. Our environment is warm, inclusive and designed to help every child feel safe, valued and confident.

We are proud to be one of Kingston and Richmond’s Inclusion Hub settings, recognised for our commitment to supporting children with SEND. Our experienced SENCo works closely with families and external professionals to ensure every child receives the support they need.

Families are central to our approach. We believe in strong partnerships, open communication and celebrating the diverse cultures, languages and experiences that enrich our community.

Our Aims

At Doris Venner Pre‑School, we aim to:

• Provide a safe, caring and stimulating environment for all children
• Prioritise children’s welfare, emotional security and right to a happy childhood
• Celebrate diversity across disability, faith, culture, ethnicity and gender
• Promote equality of opportunity for all children and families
• Deliver a broad, balanced and ambitious curriculum aligned with EYFS 2025
• Treat all children and families with equal respect and regard
• Invest in staff development to uphold the highest standards of care and education
• Work in partnership with parents/carers, valuing home experiences and cultural backgrounds
• Offer a service that promotes inclusion, respect and community values

Our Objectives

We strive to:

• Build on children’s prior learning and play experiences
• Foster curiosity, confidence and independence
• Promote respect, self‑esteem and awareness of self, others and the wider world
• Ensure every child has a dedicated key person who understands and supports their needs
• Welcome and support children with SEND through early identification and tailored provision
• Provide high‑quality play experiences that support differentiated learning
• Involve children in shaping their learning through choice, voice and exploration
• Celebrate our rich cultural community and provide an inclusive environment for all
• Work closely with families to share learning, progress and next steps

Understanding Your Childcare Options

We offer a range of funded and fee‑paying sessions to support families with flexible childcare needs. Children may attend from 18 months until the term before their 5th birthday. Our sessions are designed to provide a balance of play, learning and routine, with high‑quality interactions throughout the day.

Families can choose from:

• Morning sessions
• Afternoon sessions
• Full‑day sessions
• Breakfast Club (8:00–9:15am)
• Lunch Club (11:45–1:00pm or 12:15–1:00pm depending on session pattern)

Ad hoc sessions may be available depending on staffing and ratios.

Fees (Non‑Funded / Additional Hours)

Fees are charged half‑termly in advance and must be paid within 10 days of receiving your invoice. Payments can be made by:

• Bank transfer
• Cash
• Childcare vouchers
• Tax‑Free Childcare

Parents must inform us in advance if using vouchers or Tax‑Free Childcare.

Breakfast Club- Parents may access breakfast club from 8.00am – 9.15am, this cannot be used in conjunction with funding but may be booked half termly, or on an ad hoc basis. Places are limited and offered on a first come first served basis

Snack Café – Children are able to access snack café during the session morning and afternoon. We ask for £1.50 per week for up to 5 sessions and £3 per week for over 5 sessions. We will invoice for this each half term.

Funded Sessions

We accept Early Years government funding for 9‑month‑olds to 4‑year‑olds, including:

• 15 hours universal entitlement (age 3–4)
• 30 hours for eligible working families
• 2‑year‑old funding (2/15) for families receiving additional support
• Working families entitlement (9 months–4 years)

Parents must complete a Funding Declaration Form when your child starts.

How You Can Use Your Funded Hours at Doris Venner

Funded hours must be used over at least 2 days per week, with a minimum of 2.5 hours and a maximum of 10 hours per day.

At Doris Venner, families may choose from:

15 hours (universal) & 30 hours (extended entitlement)

15 hours

• Five morning sessions (9:15am–12:15pm)
• Five afternoon sessions (12:30pm–3:30pm)
• Two full days (6.25 hours each) + one half day (2.5 hours)
• Half‑day options:
  • 9:15am–11:45am
  • 1:00pm–3:30pm
• Lunch Club may be added for an additional charge of £6.50

30 hours –

• Four full days
• One half day – 9.15am – 2.15pm
• Additional charge £12 from 2.15pm – 3.30pm (optional)

Funded hours may be split across up to two providers.

Families wishing to use their hours differently may submit a written request to the Manager.

Government Funding Explained

All children aged 3 and 4 are entitled to 15 hours of free early education per week during term time, starting the term after their third birthday. This is known as the universal entitlement.

Eligible children aged 9 months to 4 years may access up to 30 funded hours per week.

We accept all government-funded childcare, including:

• 15 hours universal entitlement (age 3–4)
• 2‑year‑old funding (2/15) for families receiving additional support
• Working families entitlement for children aged 9 months+ 4 years

Funding is available for 38 weeks per year. We do not offer stretched funding.

When Can My Child Start Their Funded Hours?

Birthday Range	Funding Starts From
1 April – 31 August	Autumn Term (September)
1 September – 31 December	Spring Term (January)
1 January – 31 March	Summer Term (April)

 

Claiming Your Funded Hours

To claim funding, parents must:

1. Inform us of the number of hours they wish to claim
2. Complete a Free Early Education Entitlement Declaration Form
3. Provide eligibility codes (where required)
4. Reconfirm eligibility every 3 months (for working families entitlement)

Funding must be claimed by the Local Authority deadline each term.

If your child moves provider mid‑term, you must notify the new setting promptly.

2‑Year‑Old Funding (Families Receiving Additional Support)

We accept children eligible for 15 hours of funded childcare under the 2‑year‑old entitlement.

Eligibility may apply if families receive:

• Income Support
• Jobseeker’s Allowance
• Income‑related Employment and Support Allowance
• Universal Credit (household income below £15,400 after tax)
• Child Tax Credit / Working Tax Credit (income below £16,190)
• Guaranteed element of Pension Credit
• Working Tax Credit 4‑week run‑on

Or if the child:

• Is looked after by the Local Authority
• Has an EHC plan
• Receives Disability Living Allowance
• Has left care under an adoption, special guardianship or child arrangements order

No registration fee or deposit is required for these places.

Non‑UK Citizens

Families with no recourse to public funds may still be eligible if:

• They live in England
• Their household income is below the thresholds set by the Local Authority
• They have less than £16,000 in savings

For support, contact the Family Information Service: 020 8547 5215  fis@achievingforchildren.org.uk

Working Families Entitlement (30 Hours)

(For children aged 9 months to 4 years)

Eligibility Criteria

To qualify, each parent (or the sole parent) must:

• Be working in the UK
• Earn the equivalent of at least 16 hours per week at National Minimum or Living Wage
• Earn less than £100,000 per year
• Be employed, self‑employed, or on:
  • Parental leave
  • Adoption leave
  • Statutory sick leave
  • Statutory maternity/paternity leave

Families may still qualify if one parent is working and the other receives:

• Carer’s Allowance
• Incapacity Benefit
• Severe Disablement Allowance
• Long‑term sickness benefits

Parents must apply via Childcare Choices and provide:

• National Insurance number
• Child’s date of birth

Eligibility must be reconfirmed every 3 months.

The pre‑school cannot apply on your behalf.

If Eligibility Changes

If circumstances change:

• A grace period applies
• Children aged 3–4 will still receive the universal 15 hours
• Children under 3 may become fee‑paying

This funding is designed to support families where both parents work, or the sole parent in a single‑parent household works.

IMPORTANT: Notice Period & Funding

In line with Kingston Local Authority guidance:

• If a child leaves without the required notice, we are legally entitled to claim up to 4 weeks of Early Education Funding.
• If funding does not cover the full notice period, parents must pay the remaining fees.

This ensures staffing ratios and financial planning remain stable.

If you’re unsure, please contact the Family Information Service:
020 8547 5215
fis@achievingforchildren.org.uk

Early Years Pupil Premium (EYPP)

Some 3‑ and 4‑year‑old children may be eligible for Early Years Pupil Premium (EYPP). This is additional government funding paid directly to the pre‑school to support your child’s learning and development.

EYPP provides up to £342 per year and helps us to:

• Provide additional small‑group support
• Purchase high‑quality learning resources
• Offer targeted language and communication activities
• Support children’s emotional wellbeing
• Strengthen early intervention for children who may need extra help

Who is eligible?

Your child may be eligible if you receive one of the following:

• Income Support
• Income‑based Jobseeker’s Allowance
• Income‑related Employment and Support Allowance
• Universal Credit (household income below £15,400 after tax)
• Child Tax Credit (income below £16,190)
• Working Tax Credit 4‑week run‑on
• The guaranteed element of Pension Credit

Or if your child:

• Is looked after by the Local Authority
• Has left care under an adoption, special guardianship or child arrangements order

How to apply

You will be asked to complete a short EYPP section on your Funding Declaration Form each term. The Local Authority checks eligibility — you do not need to provide evidence to the pre‑school.

EYPP does not affect your benefits or your child’s entitlement to funded hours.

Using Working Families Hours at Doris Venner

Families may use their funded hours across:

• Morning sessions
• Afternoon sessions
• Full days
• A combination of both

Breakfast Club are not covered by funded hours.

How to Apply

Parents must apply through Childcare Choices (HMRC).
If eligible, you will receive:

• An 11‑digit eligibility code

These must be provided to the pre‑school before your child starts.

Reconfirmation

Parents must reconfirm eligibility every 3 months.
If this is not done, funding may stop and your child may become fee‑paying until eligibility is restored.

The pre‑school cannot apply or reconfirm on your behalf.

Grace Period

If your circumstances change, your child will continue to receive funded hours for a short grace period.
After this, your child may:

• Move to the universal 15 hours (age 3–4), or
• Become fee‑paying (under 3s)

Snack Café

We run a daily Snack Café offering fruit, crackers, wraps, breadsticks and other healthy options.

We ask families for a voluntary contribution of:

• £1.50 per week (up to 5 sessions)
• £3.00 per week (6+ sessions)

This contribution is voluntary and not a condition of accessing funded hours. Families who prefer not to contribute may provide a nut‑free snack from home for each session attended.

Voluntary Contributions (Funded Children)

As a self‑funding charity, we include a voluntary contribution of £2 per funded session on invoices. This helps us:

• Maintain high‑quality resources
• Offer enrichment activities
• Provide a well‑equipped learning environment

This contribution is optional and does not affect access to funded hours.

Children receiving 2‑year funding (FEET) or EYPP are not asked to contribute.

Uniform

Uniform is optional and available to purchase directly from the pre‑school.

Item	Price
T‑shirt	£5.00
Polo shirt	£7.50
Sweatshirt	£9.00
Book bag	£4.50

Footwear

For safety and comfort, children must wear:

• Closed‑toe shoes
• Trainers or soft‑soled footwear

No sandals, flip‑flops or heavy boots.

Safeguarding & Child Protection

At Doris Venner Pre‑School, safeguarding is at the heart of everything we do. We are committed to creating a safe, nurturing and protective environment where every child can learn, grow and thrive. All staff have a duty of care to safeguard and promote the welfare of children in line with the EYFS Statutory Framework, Working Together to Safeguard Children, and the Kingston & Richmond Safeguarding Children Partnership (KRSCP) procedures.

Safeguarding is everyone’s responsibility, and we work closely with families, professionals and external agencies to ensure children are protected and supported.

Designated Safeguarding Leads

Our safeguarding team is:

• Designated Safeguarding Lead (DSL): Maria Churchill
• Deputy DSL: Charlotte Churchill

A DSL or Deputy DSL is always available during opening hours to discuss concerns or offer guidance.

All staff receive regular safeguarding training, including:

• Child protection
• Prevent Duty
• FGM awareness
• Safer recruitment
• Online safety
• Managing disclosures
• Recognising signs of abuse and neglect

 

Reporting Concerns

If staff have concerns about a child’s safety or wellbeing, they will:

1. Record the concern
2. Report it immediately to the DSL
3. Follow KRSCP procedures

In some cases, we may share information with:

• Social Services
• Health professionals
• Police
• Other safeguarding agencies

We may do this without parental consent if we believe this puts a child at risk of immediate danger..

Attendance & Safeguarding

Regular attendance is essential for children’s wellbeing and safeguarding.

If a child is absent and we have not heard from parents:

• Day 2: We contact parents
• Day 3: We contact emergency contacts
• If no contact is made, we may contact SPA or the police

Persistent absence may lead to Early Help or a safeguarding review.

Photography, Mobile Phones & Devices

To protect all children:

• Parents and visitors must not take photos or videos anywhere on the premises
• Staff use only pre‑school iPads for photos
• Devices remain on site
• Only senior staff upload to Tapestry
• Photos are deleted termly
• No images of children are shared on social media without explicit parental consent

Mobile phones are not permitted in teaching areas.

Visitors & Security

All visitors must:

• Sign in
• Wear identification
• Be supervised at all times

The main entrance is monitored, and children are never allowed to open doors or leave the premises unsupervised.

Collection Procedures

Children will only be released to:

• A parent/carer
• A named adult on the collection form
• An adult who provides the agreed password

We may request photo ID if the adult is unknown to staff.
Children cannot be collected by anyone under 17, except their own parent.

Supporting Children’s Wellbeing

We are committed to:

• Building strong, trusting relationships
• Supporting emotional regulation
• Promoting positive behaviour
• Teaching children how to keep themselves safe
• Listening to children’s voices and valuing their experiences

Our environment is nurturing, predictable and designed to help children feel secure.

Health, Safety & Medical Needs

The health, safety and wellbeing of every child is our highest priority. We follow the EYFS Statutory Framework, Public Health England guidance and our own Health & Safety Policy to ensure children are cared for in a safe, well‑maintained and nurturing environment.

Hygiene & Infection Control

We maintain high standards of hygiene throughout the setting. This includes:

• Regular handwashing
• Daily cleaning of toys and equipment
• Frequent cleaning of high‑touch areas
• Safe food handling procedures
• Clear illness and exclusion guidance (see Sickness section)

Children are supported to develop healthy habits such as washing hands, using tissues and caring for their bodies.

Medication

We can only administer medication that is:

• Prescribed by a GP
• Clearly labelled with the child’s name
• In its original packaging

Parents must complete a Medication consent form before any medicine is given.

We cannot administer:

• Over‑the‑counter medication (unless part of a care plan)
• Calpol or ibuprofen for general discomfort
• Herbal remedies

Children with long‑term medical needs will have an Individual Health Care Plan.

Allergies & Dietary Needs

We are a nut‑free setting.

Parents must inform us of any allergies, intolerances or dietary requirements.
We work closely with families to ensure:

• Safe food handling
• Clear allergy information
• Staff awareness
• Emergency plans where needed

All staff are trained in allergy management and anaphylaxis response.

Accidents & First Aid

All staff hold up‑to‑date Paediatric First Aid training.

If a child has an accident:

• First aid will be administered
• The incident will be recorded
• Parents must sign the accident form on the same day

For head injuries, parents will be contacted immediately and given a Head Injury Information Sheet.

Existing Injuries & Accidents

Parents must inform us of any existing injuries and complete an injury form.

All accidents at pre‑school are recorded, and parents must sign the accident form on the same day.

Serious injuries or incidents may be reported to:

• Ofsted
• RIDDOR

as required by law.

Sickness, Illness & Exclusion Periods

To protect all children, families and staff, we follow the Public Health England (PHE) guidance on infection control and exclusion periods. Children who are unwell are not able to participate fully in pre‑school life and may risk spreading illness to others.

Our priority is always the health, safety and wellbeing of the whole community.

When to Keep Your Child at Home

Children must stay at home if they have:

• A temperature
• Sickness or diarrhoea
• A contagious illness
• A rash that has not been diagnosed
• Conjunctivitis
• A persistent cough or breathing difficulty
• Any illness that prevents them from taking part in normal activities

If your child becomes unwell during the session, we will contact you immediately to collect them.

48‑Hour Rule (Mandatory)

Children must remain at home for 48 hours after the last episode of:

• Vomiting
• Diarrhoea

This rule is non‑negotiable and follows PHE guidance.

Common Exclusion Periods

 

• Sickness/diarrhoea: 48 hours
• Conjunctivitis: Until treated for 24 hours
• Chickenpox: Until all spots have scabbed over
• Impetigo: 48 hours after starting antibiotics
• Scarlet fever: 24 hours after starting antibiotics
• Hand, foot & mouth: Exclude if unwell or drooling excessively
• High temperature: Child must be fever‑free for 24 hours without medication

 Safeguarding & Illness

If a child is repeatedly unwell or has frequent unexplained absences, we may:

• Request medical evidence
• Hold a meeting with parents
• Seek advice from health professionals
• Consider Early Help or safeguarding support

This ensures children’s wellbeing is monitored and supported.

Fire Evacuation & Emergency Procedures We have clear, well‑practised procedures to ensure children’s safety in the event of a fire or emergency. Fire drills take place regularly throughout the year, so children become familiar with the routine in a calm and reassuring way.

During an evacuation:

• Staff guide children safely to the assembly point • Registers are taken immediately • The building is checked by senior staff • Children are supported emotionally throughout

We make appropriate adjustments for children with SEND to ensure they can evacuate safely and confidently. All drills and procedures follow our Health & Safety Policy and local authority guidance.

Our Curriculum Strands (The Doris Venner Characters)

Our curriculum is brought to life through our Curriculum Characters, which help children, staff and families understand the skills and behaviours we nurture every day. These strands run through all areas of learning and support children’s holistic development.

Communication & Literacy Characters

• Language Lovers – developing vocabulary, conversation and listening skills
• Remarkable Readers – enjoying books, stories and early reading behaviours
• Story Makers – building imagination, narrative skills and a love of storytelling
• Finger Wrigglers – strengthening fine motor skills for early writing

Personal, Social & Emotional Characters

• Social Butterflies – building friendships, turn‑taking and social confidence
• Carers & Sharers – developing empathy, kindness and cooperation
• Raving Regulators – learning emotional regulation and resilience

Physical Development Characters

• Movers & Shakers – developing gross motor skills, balance and coordination
• Healthy Heroes – understanding healthy choices, self‑care and wellbeing

Understanding the World & Expressive Arts Characters

• Inquisitive Investigators – exploring the world, asking questions and noticing patterns
• Problem Solvers – developing critical thinking, persistence and early STEM skills
• Maths Monsters – building early mathematical understanding through play

These characters help children recognise their strengths, celebrate progress and understand the skills they are developing. They also support staff in planning meaningful, sequenced learning experiences across the EYFS.

Our Curriculum Principles

Our curriculum is built on the following principles:

• Children learn through play — hands‑on, open‑ended experiences that spark imagination and problem‑solving
• Relationships matter — secure attachments and warm interactions underpin all learning
• Communication is central — we prioritise language, early literacy and rich conversation
• Children are capable — we encourage independence, resilience and confidence
• Inclusion is essential — every child is supported to access learning at their own pace
• The environment is a teacher — our indoor and outdoor spaces are carefully planned to inspire exploration
• Learning is sequenced — we build on what children already know and can do

The Seven Areas of Learning

Our curriculum covers all seven EYFS areas:

 Prime Areas

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

Specific Areas

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

The Prime Areas are at the heart of everything we do, especially for younger children and those with SEND.

Communication & Language (Our Core Focus)

We are a language‑rich setting.

Staff model:

• High‑quality conversation
• New vocabulary
• Storytelling
• Singing and rhyme
• Sustained shared thinking

We use strategies such as:

• Makaton
• Visual supports
• Repetition and modelling
• Small‑group language sessions
• NELI‑inspired communication activities

This ensures every child develops strong foundations for reading, writing and social interaction.

Learning Through Play

Play is the foundation of our curriculum. Through play, children learn to:

• Explore
• Investigate
• Create
• Problem‑solve
• Collaborate
• Take risks
• Make choices

Our environment includes:

• Role play
• Construction
• Small world
• Creative arts
• Sensory play
• Outdoor learning
• Loose parts
• Maths and literacy invitations

Children are encouraged to follow their interests, with adults extending learning through thoughtful interactions.

English as an Additional Language (EAL) At Doris Venner Pre School, we warmly welcome children who speak languages other than English. We value and celebrate every child’s home language, culture and identity, and we recognise the important role these play in their learning and sense of belonging.

We support children with EAL through:

• Visual cues, gestures and modelling • Repetition and rich language exposure • Makaton and picture prompts • Small group communication activities • Close partnership with families • Encouraging children to use and share their home language • Providing books, songs and resources that reflect children’s cultures

We work closely with parents to understand key words, routines and communication styles from home. Our aim is for every child to feel confident, included and able to express themselves as they develop their English language skills.

Inclusion & SEND Support

As an Inclusion Hub setting, we recognise that some children may need additional support with emotional regulation. We offer:

• Sunshine Class sessions
• Individualised strategies
• Visual timetables
• Sensory tools
• Targeted small group work
• Sensory regulation strategies
• Speech and Language support
• Close collaboration with external professionals

Every child is supported to feel safe, confident and understood.

We believe every child deserves to feel successful, valued and understood.

Early Years SEND Inclusion Fund (EYSIF)

(Kingston & Richmond Inclusion Funding)

Early Years SEND Inclusion Fund (EYSIF) As part of our commitment to early intervention and inclusive practice, we work closely with Kingston & Richmond’s Early Years SEND Inclusion Fund (EYSIF). This funding helps early years settings provide additional support for children who may need extra help with their learning, communication or development.

EYSIF is designed to ensure children can access the curriculum, participate fully in pre school life and receive the right support at the right time — without needing a diagnosis.

How EYSIF Supports Children

If a child may benefit from additional support, our SENCo will: • Observe the child and gather information • Work closely with parents to understand needs • Liaise with external professionals (e.g., SALT, Portage, Health Visitors) • Submit an EYSIF application to the Local Authority • Create an individualised support plan

EYSIF may be used to provide: • Targeted small‑group or 1:1 support • Specialist resources • Visual communication tools • Sensory regulation equipment • Staff training • Adaptations to the environment

Working in Partnership

Parents are fully involved throughout the process. We will: • Discuss the application with you • Share support plans and strategies • Review progress regularly • Adjust provision as needed

EYSIF helps us strengthen early support, promote inclusion and ensure every child feels safe, confident and understood.

Sunshine Class

Sunshine Class is a small‑group intervention designed for children who may benefit from:

• Additional language support
• Social communication development
• Emotional regulation
• Early intervention strategies

It is not a diagnosis and does not replace external assessments.
It is a nurturing, supportive space that helps children build confidence and skills.

Disability Access Funding (DAF)

Disability Access Funding (DAF) Some children with SEND may be eligible for Disability Access Funding (DAF). This is additional government funding that helps us improve accessibility, provide resources and offer enhanced support for eligible children.

If your child receives Disability Living Allowance (DLA), they may qualify for DAF. Our SENCo will discuss this with you, support the application process and ensure the funding is used to benefit your child’s experience at pre school.

Outdoor Learning

Our outdoor area is an extension of our classroom. Children have daily access to:

• Physical play
• Nature exploration
• Gardening
• Water and sand play
• Construction
• Creative activities

Outdoor learning supports wellbeing, resilience and physical development.

Planning, Observation & Assessment

We use a cycle of observation, planning and assessment to support each child’s progress.

• Staff observe children during play
• We identify interests, strengths and next steps
• Activities and environments are adapted accordingly
• Progress is shared with families through Tapestry and key person meetings

We do not over‑assess. Our focus is on meaningful learning, not paperwork.

Progress Check at Age 2 (Statutory Requirement)

Progress Check at Age 2 In line with the EYFS Statutory Framework, we complete a Progress Check for all children between the ages of 24 and 36 months. This is a short written summary of your child’s development in the three Prime Areas:

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

The Progress Check:

• Identifies your child’s strengths • Highlights any areas where additional support may be helpful • Helps us plan next steps together • Ensures early intervention where needed

We will meet with you to discuss the check, share observations and agree on how we can work together to support your child’s development. With your consent, we may also share the Progress Check with your child’s Health Visitor as part of the 2–2½ year review.

Our aim is to provide a clear, supportive and collaborative picture of your child’s early learning journey.

Working in Partnership with Parents

Parents are children’s first educators. We work closely with families through:

• Tapestry updates
• Key person communication
• Stay‑and‑play sessions
• Termly meetings
• Workshops and information sessions

We value your insights and work together to support your child’s development.

Emotional Wellbeing & Self‑Regulation

(Our Core Curriculum Priority)

At Doris Venner Pre‑School, children’s emotional wellbeing is at the centre of everything we do. We believe that children learn best when they feel safe, understood, valued and connected. Our environment, routines and relationships are intentionally designed to support children’s emotional development and help them build the foundations for lifelong resilience.

This approach is fully aligned with the EYFS 2026, which places emotional wellbeing and self‑regulation at the heart of the Prime Areas of Learning.

A Nurturing, Relationship‑Based Approach

Children thrive when they have strong, trusting relationships with the adults who care for them. Our key person system ensures every child has:

• A consistent, emotionally available adult
• Someone who knows them deeply
• Someone who understands their cues, needs and preferences
• Someone who supports them through transitions, challenges and successes

We take time to build these relationships through:

• Gentle settling‑in
• Predictable routines
• Warm, attuned interactions
• Co‑regulation
• Comfort, reassurance and connection

Self‑Regulation & Co‑Regulation

Young children learn to manage their emotions through co‑regulation — having a calm, responsive adult help them understand and navigate big feelings.

We support children to:

• Recognise their emotions
• Name their feelings
• Understand what their body is telling them
• Use calming strategies
• Build resilience and confidence
• Develop empathy and social awareness

This is embedded in daily practice through:

• Emotion coaching
• Visual supports
• Calm spaces
• Breathing and grounding techniques
• Modelling language for feelings
• Predictable routines and transitions

 

Linked to Our Curriculum Strands

Emotional wellbeing is woven through our curriculum characters:

• Raving Regulators – learning to manage feelings, calm their bodies and understand emotions
• Carers & Sharers – developing empathy, kindness and cooperation
• Social Butterflies – building friendships, confidence and social skills

These strands help children understand themselves and others, and they guide staff in planning meaningful experiences that support emotional growth.

Creating a Safe, Calm & Predictable Environment

Our environment is intentionally designed to support emotional wellbeing:

• Cosy, calm spaces for rest and regulation
• Soft furnishings and sensory areas
• Clear visual routines
• Small‑group opportunities
• Gentle transitions
• Outdoor play to support emotional release and wellbeing

Children are encouraged to express themselves, make choices and feel ownership of their learning.

Supporting Emotional Literacy

We help children develop the language of emotions through:

• Stories and books
• Puppets and role play
• Circle time
• Songs and rhymes
• Real‑life conversations
• Modelling emotional vocabulary

Children learn to say things like “I feel sad”, “I need help”, or “I’m not ready yet”, giving them tools to communicate their needs safely.

Working with Families

We work closely with parents to support emotional wellbeing at home and at pre‑school. This includes:

• Sharing strategies
• Offering guidance
• Providing resources
• Communicating regularly through the key person
• Supporting transitions and changes

We understand that emotional wellbeing is a partnership.

SECTION 7 — Behaviour, Expectations & Code of Conduct

At Doris Venner Pre‑School, we are committed to creating a safe, respectful and nurturing environment for children, families and staff. Positive relationships are at the heart of our ethos, and we expect all members of our community to treat one another with kindness, patience and understanding.

Our Code of Conduct outlines the behaviours that help us maintain a calm, supportive and inclusive setting where children can thrive.

Our Expectations of Parents & Carers

We ask all parents and carers to:

• Communicate respectfully with staff and other families
• Model positive behaviour for children
• Follow all policies and procedures
• Support the pre‑school’s approach to emotional wellbeing and behaviour
• Work in partnership with staff to support their child’s development
• Share relevant information that may affect their child’s wellbeing or behaviour
• Ensure children arrive on time and are collected promptly
• Keep the pre‑school informed of any changes to contact, medical or safeguarding information

We value open, honest communication and encourage families to speak to us if they have concerns or need support.

Zero‑Tolerance Policy

To protect the wellbeing of children and staff, we operate a zero‑tolerance policy for:

• Aggressive or intimidating behaviour
• Swearing or raised voices
• Threatening language or actions
• Harassment or bullying
• Discriminatory comments
• Inappropriate physical contact
• Filming or photographing staff or children
• Negative or defamatory social media posts

Any breach of this policy may result in:

• A formal warning
• A meeting with the Manager
• Suspension of the child’s place
• Termination of the child’s place (in serious cases)

We will always prioritise the safety and wellbeing of children and staff.

Social Media & Online Conduct

To protect our community:

• Parents must not post negative, inflammatory or identifying comments about the pre‑school, staff or other families online
• Photos or videos taken at pre‑school events must not be shared on social media
• Parents must not record conversations with staff or film on the premises

We encourage families to raise concerns directly with the Manager so they can be resolved quickly and constructively.

Behaviour Expectations for Children

We understand that young children are still learning how to manage their emotions, communicate their needs and navigate social situations. Behaviour is viewed as a form of communication, and we respond with empathy, patience and guidance.

We support children to:

• Build friendships
• Share and take turns
• Express their feelings safely
• Use gentle hands
• Develop self‑regulation skills
• Understand boundaries
• Make positive choices

We use strategies such as:

• Emotion coaching
• Modelling language
• Visual supports
• Co‑regulation
• Calm spaces
• Consistent routines

We do not use time‑out, isolation or punitive approaches.

Working Together to Support Behaviour

If a child needs additional support with behaviour or emotional regulation, we will:

• Work closely with parents
• Develop shared strategies
• Offer targeted support
• Involve the SENCo where appropriate
• Seek advice from external professionals if needed

Our aim is always to understand the child, support their needs and help them succeed.

Breaches of the Code of Conduct

If the Code of Conduct is breached, the pre‑school may:

1. Issue a verbal or written warning
2. Hold a meeting with the Manager
3. Implement a behaviour agreement
4. Suspend the child’s place
5. Terminate the child’s place (in serious or repeated cases)

These steps ensure the safety and wellbeing of the entire community.

Sun Safety

During warmer months, we ask parents to:

• Apply sun cream before arrival
• Provide a named sun hat
• Dress children in light, protective clothing

We will reapply sun cream for full‑day children using the brand provided by parents.

 Toileting & Intimate Care

We support children with toileting in a respectful, sensitive and developmentally appropriate way.

Our approach includes:

• Encouraging independence
• Offering gentle support when needed
• Maintaining dignity and privacy
• Following intimate care procedures
• Working closely with parents during toilet training

Staff always follow safeguarding and hygiene protocols.

Safety & Security

To keep children safe:

• The main door is monitored at all times
• Visitors must sign in and wear identification
• Children are never allowed to open doors or leave unsupervised
• Staff complete daily risk assessments of indoor and outdoor areas

We also practise regular fire drills so children know what to do in an emergency.

Emotional Safety

Health and safety includes emotional wellbeing.
We ensure children feel:

• Safe
• Seen
• Heard
• Comforted
• Supported

This links directly to our emotional wellbeing curriculum and key person approach.

Food, Snacks, Lunch & Dietary Requirements

We promote healthy eating and positive mealtime routines at Doris Venner Pre‑School. Mealtimes are calm, social moments where children can develop independence, confidence and good habits around food.

We follow Public Health England guidance and support children to make healthy choices while respecting individual dietary needs, allergies and cultural preferences.

Snack Café

We run a daily Snack Café, where children can choose from a selection of healthy options such as:

• Fresh fruit
• Vegetables
• Crackers
• Wraps or breadsticks
• Toast (occasionally)
• Milk or water

Snack Café supports:

• Independence
• Turn‑taking
• Social interaction
• Trying new foods
• Language development

 Voluntary Contribution

We ask families for a voluntary contribution of:

• £1.50 per week (up to 5 sessions)
• £3.00 per week (6+ sessions)

This helps us provide a variety of fresh, healthy foods.
Families who prefer not to contribute may provide a nut‑free snack from home.

Lunch Club

Children attending Lunch Club must bring a healthy, nut‑free packed lunch.
We encourage families to include:

• Sandwiches, wraps or pasta
• Fruit or vegetables
• Yogurt or cheese
• Water

Please avoid:

• Sweets
• Chocolate bars
• Fizzy drinks
• Nuts or nut‑based products
• Whole grapes (unless cut lengthways)

Staff sit with children during lunch to support conversation, independence and safe eating.

Nut‑Free Setting

We are a strictly nut‑free environment.
This includes:

• Peanut butter
• Nutella
• Cereal bars containing nuts
• Pesto containing pine nuts
• Any nut‑based snacks

This protects children with severe allergies.

Drinks

Children have access to fresh drinking water throughout the day.
Milk is offered during Snack Café.

Please do not send:

• Juice
• Squash
• Fizzy drinks

Dietary Requirements & Allergies

We work closely with families to ensure all dietary needs are met safely.

Parents must inform us of:

• Allergies
• Intolerances
• Cultural or religious dietary requirements
• Medical dietary needs

We will:

• Create an Individual Health Care Plan if needed
• Display allergy information discreetly for staff
• Ensure all staff are aware of children’s needs
• Follow strict food handling procedures

 

Mealtime Routines

We support children to:

• Wash hands before eating
• Sit at the table
• Use cutlery
• Try new foods at their own pace
• Develop independence (opening containers, tidying away)
• Enjoy calm, social mealtimes

Mealtimes are never rushed and always supervised.

Clothing, Uniform & What to Bring

Children learn best when they are comfortable, able to move freely and ready for play. At Doris Venner Pre‑School, we encourage practical clothing that supports independence, exploration and messy fun.

Clothing for Play

Children should wear:

• Comfortable, weather‑appropriate clothing
• Items that allow for climbing, running and messy play
• Clothes that children can manage independently (zips, elastic waistbands, Velcro shoes)

We use paint, water, mud, glue and outdoor materials daily — and while we do our best, children will get messy. Please dress them in clothes that can be washed easily.

Footwear

For safety and comfort, children must wear:

• Closed‑toe shoes
• Trainers or soft‑soled footwear

Please avoid:

• Sandals
• Flip‑flops
• Crocs
• Heavy boots

These can be unsafe during climbing, running and outdoor play.

Outdoor Clothing

We go outside every day, in all weathers.
Please provide:

• A warm coat in colder months
• A waterproof coat
• Wellies (named)
• A sun hat in summer

We encourage children to explore nature; water play and mud — outdoor clothing helps them enjoy this fully.

What to Bring Each Day

Please send your child with:

• A named water bottle
• A complete change of clothes (including socks and underwear)
• Nappies, wipes and cream (if needed)
• A sun hat (summer)
• A warm hat and gloves (winter)

All items must be clearly named.

 Comfort Items

Children may bring a small comfort item if needed for settling.
Please avoid sending toys from home, as they can become lost or cause disagreements.

Book Bags

If your child has a book bag, please bring it daily so they can enjoy:

• Story books
• Library books
• Home‑school communication items

This supports early literacy and helps children feel part of our reading culture.

Trips, Visitors & Enrichment Activities

At Doris Venner Pre‑School, we enrich children’s learning through carefully planned experiences that bring the curriculum to life. These opportunities help children make connections, build confidence and explore the world around them in meaningful, hands‑on ways.

Local Trips

We occasionally take children on short, local trips such as:

• Walks to the library
• Visits to the local park
• Nature walks around the community
• Exploring seasonal changes outdoors

All trips are risk‑assessed and supervised by qualified staff.
Parents will always be informed in advance, and written consent will be requested for any off‑site activity.

We maintain high adult‑to‑child ratios to ensure safety and enjoyment.

Visitors to the Setting

We invite a range of visitors to enhance children’s learning, such as:

• Librarians
• Community helpers
• Musicians
• Storytellers
• Animal or nature workshops
• Cultural visitors linked to celebrations and festivals

These experiences broaden children’s understanding of the world and support our curriculum strands, especially Inquisitive Investigators, Social Butterflies, and Story Makers.

Special Events & Celebrations

Throughout the year, we enjoy:

• Seasonal celebrations
• Cultural festivals
• Stay‑and‑play sessions
• Sports and outdoor days
• Book Week and storytelling events

These events help build community, confidence and joy in learning.

Safety & Consent

For all trips and visitors:

• Full risk assessments are completed
• Staff maintain high supervision levels
• Parents are informed in advance
• Written consent is required for off‑site trips
• We follow all safeguarding procedures

Your child’s safety and wellbeing are always our priority.

Settling‑In & Transitions

Starting pre‑school is a big step for young children and their families. At Doris Venner, we take great care to ensure every child feels safe, secure and ready to explore at their own pace. Our settling‑in process is flexible, relationship‑based and centred on emotional wellbeing.

We know that children learn best when they feel connected — so our priority is always to build trust, comfort and confidence from the very beginning.

The Key Person Approach

Every child is assigned a Key Person who:

• Builds a warm, trusting relationship with your child
• Gets to know their interests, routines and comfort needs
• Supports them through transitions
• Works closely with you to ensure a smooth start
• Helps your child feel safe, seen and understood

Your child’s Key Person will be your main point of contact and will support both you and your child throughout their time with us.

Our Gentle Settling‑In Process

We offer a flexible, child‑led settling‑in period which may include:

• A welcome visit for parents and children
• Short initial sessions with a parent present
• Gradual increases in time as your child becomes more confident
• Close communication with your child’s Key Person
• Adaptations for children who need a slower transition

There is no “one size fits all”.
We follow your child’s cues and work with you to create a settling plan that feels right for them.

Emotional Wellbeing During Settling

Settling‑in is directly linked to our emotional wellbeing curriculum. We support children to:

• Build secure attachments
• Explore at their own pace
• Develop confidence in new routines
• Learn that adults will return
• Use co‑regulation to manage big feelings

We expect some children to cry or feel unsure at first — this is developmentally normal.
Our staff are warm, patient and skilled at supporting children through these early transitions.

Working in Partnership With Parents

We value your insight and work closely with you to support your child’s start. We will:

• Share daily updates during the settling period
• Offer guidance on separation anxiety
• Agree on a consistent drop‑off routine
• Review progress together
• Adjust the plan if needed

We want you to feel confident, informed and supported.

Transitions Within the Setting

As children grow, they may move:

• From shorter sessions to longer days
• Into Sunshine Class (if appropriate)
• Into new groups or routines

These transitions are planned carefully with:

• Preparation
• Visual supports
• Familiar adults
• Parent communication

We ensure children feel secure every step of the way.

Transition to School

We work closely with local primary schools to support a smooth transition to Reception. This may include:

• Sharing transition reports
• Inviting Reception teachers to visit
• Preparing children through stories, role play and discussions
• Supporting school visits
• Working with families to ease worries or questions

Our aim is for every child to leave us feeling confident, capable and excited for their next chapter.

 

Daily Communication

At drop‑off and collection, staff are available for brief updates about your child’s day, wellbeing or any important information. For longer conversations, we are happy to arrange a time to talk privately.

We ask parents to share anything that may affect their child’s mood, behaviour or comfort, such as:

• Changes at home
• Sleep difficulties
• Illness or medication
• Emotional worries

This helps us support your child sensitively and consistently.

WhatsApp & Email

We use WhatsApp and email for:

• Absence notifications
• Quick updates
• Reminders
• Sharing important information
• Confirming meetings or appointments

We aim to respond within a reasonable timeframe during working hours.

Please note:
Staff do not respond outside pre‑school hours, weekends or holidays.

Tapestry Online Learning Journal

We use Tapestry to share:

• Photos and videos of your child’s learning
• Observations linked to the EYFS
• Key moments and achievements
• Updates from your child’s Key Person

Parents are encouraged to add their own photos and comments from home — this helps us build a full picture of your child’s development and interests.

Key Person Meetings

You will be invited to meet with your child’s Key Person:

• In the autumn term
• In the spring term
• At the end of the year
• Or more frequently if needed

These meetings focus on your child’s progress, wellbeing, next steps and any support they may need.

Newsletters & Updates

We send regular newsletters to keep families informed about:

• Upcoming events
• Curriculum themes
• Important dates
• Reminders
• Community information

This helps everyone feel connected and up to date.

Working Together

We believe communication is a two‑way partnership. We ask parents to:

• Keep contact details up to date
• Inform us of any changes at home
• Share concerns early
• Read messages and newsletters
• Attend meetings where possible

Together, we can ensure your child feels safe, supported and understood.

Sensitive or Confidential Matters

If you need to discuss a sensitive issue, please speak directly to:

• Maria (Manager & DSL)
• Your child’s Key Person
• The Deputy Manager

We will always treat information with care and professionalism.

Policies & Where to Find Them

To ensure the safety, wellbeing and smooth running of our pre‑school, we follow a comprehensive set of policies and procedures. These are regularly reviewed in line with the EYFS Statutory Framework, Ofsted requirements and local authority guidance.

Parents are welcome to read any of our policies at any time.

Accessing Our Policies

Our full policies are available:

• On request from the office
• In our Policy Folder on site
• Electronically via email if preferred

Key policies include:

• Safeguarding & Child Protection
• Health & Safety
• Behaviour & Emotional Wellbeing
• SEND & Inclusion
• Admissions
• Fees & Funding
• Complaints
• Sickness & Infection Control
• Data Protection (GDPR)
• Social Media
• Intimate Care
• Trips & Visits
• Whistleblowing

We encourage families to familiarise themselves with the policies most relevant to their child’s needs.

Commitment to Transparency

We believe in open communication and clear expectations. If you have any questions about a policy or would like support understanding how it applies to your child, please speak to:

• Maria (Manager & DSL)
• Charlotte (Deputy Manager)
• Joanne Tuhey (Third in Charge)

We are always happy to help.

Our Team

 

Manager                                                   Maria Churchill

Deputy Manager                                   Charlotte Churchill

Third in Charge                                     Joanne Tuhey

Inclusion Officer (SENCO)                      Charlotte Churchill /Shadow – Elaine Munroe

3 year old co coordinator/Senior Leader                         Elaine Munroe

2 year old coordinator                            Joanne Tuhey

Named Child Protection Officers            Maria Churchill / – Deputy Lead Charlotte Churchill

Named Equal Opportunities Officer         Joanne Tuhey

Named Health and Safety Officers         Maria Churchill

 

Pre School Practitioners

Saptati Datti

Catherin Fallon(maternity Leave)

Abbie Fitzgerald

Dawn Gentry

Manjola Kola

Shannon Meechan

Bernadette Simon

Miranda Wallace

Shannah Alderson Quinn

 

Bank Staff

Miyoung Harris

Lunch time supervisors

Michelle Smith

Caitlin Williams

Maria Marakgou

Pre School Assistant

 

Vernice Georgiou

 

Contact details

Doris Venner Pre-School The Venner Youth and Community Centre

The Manor Drive

Worcester Park

Surrey KT4 7LG

Tel 020 8330 3672

Mobile:07561 297107

Charity Number 1036207

Email: maria.churchill@dorisvenner.co.uk