Parents Handbook 2023 – 2024

Mission Statement

It is our aim to provide a safe, caring and stimulating environment which will enable all children of all abilities to reach their full potential.

We base our planning on prior learning and play experiences. We promote curiosity, enthusiasm and confidence and set appropriate challenges, assisting every child to reach their full potential.

We encourage respect for others and personal self-esteem and help all children to gain knowledge of themselves, others and the wider world.

Welcome to Doris Venner Pre-School prospectus we hope you find the following information useful.

About Doris Venner Pre-School

Doris Venner Pre-School is a well-established Pre- School which has been in operation since 1973. We are a registered Charity, registered with Ofsted and members of the Pre-School Learning Alliance. We have evolved over the years and seen many changes.

We offer sessional/ full day care between 9.15am – 3.30pm term time to children aged between 2 years and 5 years in a warm, safe caring environment where each child can reach their full potential with our support and encouragement. We strive to provide an enriching learning environment full of laughter, learning and the sharing of experiences.

We can offer your child a programmed curriculum leading to approved learning outcomes where learning through play is fun.  Our high adult to child ratio ensures individual care and attention whilst having fun and making new friends with other children and adults. We can offer your family opportunities to become involved in the activities of the group and in your own child’s progress.

Our Aims and Objectives

Our Aims

  • To provide a safe, caring and stimulating environment which will enable all children of all abilities     to reach their full potential.
  • To ensure children’s welfare and their right to a secure healthy and happy childhood is paramount.
  • To embrace all children regardless of any disability, faith, culture, ethnicity or
  • To work within a framework ensuring equality of opportunity for all children and families.
  • To provide a broad and balanced curriculum of quality incorporating Development Matters in the Early years Foundation Stage setting the Standards for Learning, Development and Care for children from birth to five.
  • To give all children equal opportunities and treat all those involved in the child’s life with equal regard and respect.
  • To provide continuous personal and professional development of all staff thus ensuring our aims are met
  • To adhere to the Statutory Framework for the early year’s foundation stage (EYFS) ensuring that we continue to provide excellent quality in our provision.
  • To working in partnership with parents/ carers to ensure that cultural backgrounds and continuity of experiences from both home and community are respected and valued.
  • To offer children and their parents a service that promotes equality and values diversity.

Our Objectives

  • We base our planning on prior learning and play experiences. We promote curiosity, enthusiasm and confidence and set appropriate challenges, assisting every child to reach their full potential.
  • We encourage respect for others and personal self-esteem and help all children to gain knowledge of themselves, others and the wider world.
  • We ensure all children have a key person in place to ensure that their needs are met.
  • We embrace children with special educational needs and have a named Senco to enhance their experiences with us.
  • We provide quality play experiences as an important part of the learning process. Our curriculum planning incorporates differentiation ensuring access to all areas of the pre-school for all children.
  • We ensure all children have the opportunity to make choices regarding their learning and development by taking into consideration their views.
  • We value parental/carer participation by way of rotas, questionnaires, picnics and outings. We acknowledge parents are children’s first educators and regard parental involvement paramount to enhance our setting.

We live in a society of a rich and varied cultural background and at Doris Venner this is recognised and celebrated to the fullest extent. We strive to provide an excellent environment for all children regardless of any disability, faith, culture, colour or gender.

Understanding our options for childcare

Our Price List

Non Funded Sessions/Additional session costs Prices
Breakfast Club
8.00am – 9.15am
£5
AM 9.15am – 12.15pm £20.00
Lunch Club 11.45 – 1.00pm £5.00
PM 12.30am – 3.30pm £20.00
Full Day
9.15am – 3.30pm
(does not include breakfast club)
£41.00

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 Children

Parents of 2, 3 and four year olds may access their funded 15 hours as follows:

Option 1

5 am sessions 9.15am – 12.15pm

Option 2

5 pm sessions 12.30pm – 3.30pm

Option 3

2 full days – 9.15am – 3.30pm (6.25 hours per day)

And one half day either 9.15am – 11.45pm or 1.00pm – 3.30pm (2.5 hours)

2 full days at 6.25 hours and 1 half-day session at 2.5 hours equal 15 hours (allocated funding)

Parents may choose to add lunch club on their half day at a cost of £6.50 and stay until 1.00pm if accessing the morning session or arrive at 11.45am if accessing the afternoon session.

Lunch club (Parents to provide a packed lunch)

Parents may add additional sessions over their allocated 15 hours at the normal rate.

Fee paying (non funded children)

Parents may choose sessions according to their preference and sessions will be offered in line with our admissions policy.

Ad Hoc – Parents may access ad hoc sessions/breakfast club/lunch club by booking these 24 hours in advance and are charged at the normal rates. Spaces are subject to availability.

Gift Aid

As a registered charity, since May 2013 we have been accepted for Gift Aid status with HMRC (Her Majesty’s Revenue and Customs. Gift Aid is a great way of increasing the value of Donations at no extra cost to the donor and with minimal administration. Gift Aid allows charities to reclaim the basic rate of tax on voluntary donations (and MMRC approved membership fees) received from UK tax payers. From April 2008 the basic rate of income has been 20% this means that charities can claim an extra 25p for each £1 donated. Higher rate tax payers are entitled to claim personal tax relief of the difference between the higher rate and basic rate of taxpayers themselves. This works out at a rate of 25p for every £1 donated. Gift Aid can be used for our sponsored events.

Voluntary Contribution

As we are a charity and self-funding we rely heavily on money raised through our fundraising activities. The government grant for funded 3 and 4 year olds does not cover our daily session fee. We accept the difference at our expense but are keen to try and ensure we are able to continue to provide a richly resourced pre-school, full of activities for children to enjoy. We take pride in offering plenty of choice and regularly replace and update toys and resources. Parents are welcome to make a voluntary contribution and a letter with more details will be sent to all families, we stress that this is a voluntary donation and not a requirement.

Uniform

Parents may purchase t-shirts and sweatshirts from the pre-school if they wish.

T-shirts cost £5.00 each

Polo shirts £7.50

Sweatshirts cost £9.00 each

Bags £4.50

Three and Four year old Funding Explained

All children are entitled receive 15 hours of early education per week during term time. This is from the term after their 3rd birthday. This is known as a child’s ‘universal’ entitlement.

Some families may also be eligible for extended hours for 3 and 4 year old children (known as 30 hours) or for 15 hours of early education for a 2 year old.

Families can find out if their eligibility for early education entitlements and for other help with childcare costs by visiting Childcare Choices

What is free early years entitlement?

All three and four year old children are entitled to 15 hours of FREE Early Years (EY) Entitlement per week, across 38 weeks of the year.

You can choose to take this Free EY Entitlement at any of the following registered ‘providers’:

• Pre-school playgroup

• Private day nursery

• Child-minder (who belongs to a registered child-minder network)

• Maintained nursery school

• Nursery or reception class in a primary or independent school.

There are no catchment area restrictions for nurseries or pre-schools. This means that you can send your child to any nursery in the city if a place is available.

Provision of a nursery place in a particular school does not influence the availability of a place in that school at Primary entry level.

When can your child access a free place?

Children will receive the free provision from the term after their third birthday as follows:

A child born on or between can access a free place from

1 April and 31 August: the beginning of the Autumn term

1 September and 31 December: the beginning of the Spring term

1 January and 31 March: the beginning of the Summer term

How can the Free EY Entitlement be taken?

The Free EY Entitlement can be taken flexibly within the following limits:

• The full 15 hours have to be taken over at least two days per week and a maximum of five days per week

• A minimum of 2.5 hours can be taken in one day

• A maximum of 10 hours can be taken in one day.

Different settings offer different options at Doris Venner Pre School parents can claim their 15 hours as set out in the fees and sessions section on page 3 – parents wishing to access their hours in a different way other than the options provided must put this request in writing to the manager

Splitting between different providers

You can take the Free EY Entitlement at up to two providers. The basic offer is three hours over five days a week, or five hours over three days a week, but many providers will allow you to take the provision flexibly, in a pattern that meets your needs.

For example, your child could have nine hours at a nursery or reception class and six hours with a playgroup, day nursery, child-minder or independent school over the course of 3 days or more.

How do I claim the Free EY Entitlement?

• You must let your provider know that you would like to claim the Free EY Entitlement and how many hours you would like to claim each week

• Your provider will give you a ‘Free Early Years Entitlement Declaration Form’ for you to fill in, and they will claim funding on your behalf from the local authority for the Free EY Entitlement

• Each term, providers have a deadline for claiming this funding. The local authority may not be able to fund a child who has not taken up a Free EY Entitlement place by this date

• You will need to specify at which provider(s) you would like your child to take their Free EY Entitlement place and how many hours you would like to claim at each provider

• Funding is for a minimum of half a term; if your child moves to another provider during a term then you need to inform the new provider as soon as possible, to see if a Free EY Entitlement place is available.

Early Years Pupil Premium

The early year’s pupil premium is additional funding for early years settings to improve the education they provide for disadvantaged 3- and 4-year-olds.

Early years providers are any organisation offering education for children aged under 5, including nurseries and childminders.

Nurseries, preschools and childminders can claim EYPP funding. The extra funding is paid directly to the Pre-School to help us raise the quality of children’s early education in our setting. We plan the most effective way of using the money to promote children’s learning experience such as:

• buy new equipment and resources

• employ extra staff

• invest in extra training for staff

We have to demonstrate that we have used the funding effectively when we are inspected by Ofsted.

When can we claim this funding?

We can claim this funding for some three and four year olds receiving early education funding in their setting if:

the family receives at least one of the following:

• Income Support

• income-based Job seeker’s Allowance

• income-related Employment and Support Allowance

• support under part VI of the Immigration and Asylum Act 1999

• the guaranteed element of State Pension Credit

• Child Tax Credit (provided they’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)

• Working Tax Credit run-on, which is paid for 4 weeks after they stop qualifying for Working Tax Credit

• Universal Credit

or their child:

• has been looked after for one day or more (looked after means taken into the care of the local authority)

• has been adopted from care

• has left care under a special guardianship order or residence order

We will send out a form for parents to fill out the term that a child is eligible for 3 year old funding. The details on the form are submitted to the local authority for an eligibility check. Details are not shared.

Two year old funding explained

Some two year olds are entitled to 15 hours of free early education and childcare. To be eligible you must be receiving one of the following:

• Income support

• Job Seeker’s Allowance

• Income-related Employment and Support Allowance

• Universal Credit, and your household income is £15,400 a year or less after tax, not including benefit payments

• Child Tax Credit, Working Tax Credit (or both), and your household income is £16,190 a year or less before tax

• the guaranteed element of Pension Credit

• the Working Tax Credit 4-week run on (the payment you get when you stop qualifying for Working Tax Credit)

2 year-olds can also get free childcare if they are:

• looked after by a local authority

• have an education, health and care (EHC) plan

• Get Disability Living Allowance – https://www.gov.uk/disability-living-allowance-children

• have left care under an adoption order, special guardianship order or a child arrangements order

• If you’re a non-UK citizen who cannot claim benefits

• If your immigration status says you have ‘no recourse to public funds’ you may still get free childcare for your two year old. You must live in England and your household income must be no more that:

• £26,500 for families outside of London with one child

• £34,500 for families within London with one child

• £30,600 for families outside of London with two or more children

• £38,600 for families within London with two or more children

You cannot have more than £16,000 in savings or investments

If you are unsure whether you are eligible for free childcare, please call Family Information Service on 020 8547 5215 or email fis@achievingforchildren.org.uk

What hours will my child get and how can they be used?

Eligible children get 15 hours of free early education and childcare a week during term times. This is a total of 570 hours which can be stretched over a whole year if your child is in a setting that is open all year, to help working families with their regular childcare costs.

When will my child be eligible and how can I apply?

You can apply online, contact Family Information Service on 020 8547 5215 or email fis@achievingforchildren.org.uk

If you have more than one child aged 2, you will need to submit a separate application for each child.

Please use the dates below as a guide for when you should apply.

If your child’s second birthday is between 1 April and 31 August, you may qualify for funding:

• from the autumn term starting in September

• you can submit an application after 31 March

If your child’s second birthday is between 1 September and 31 December, you may qualify for funding:

• from the spring term starting in January

• you can submit an application after 31 August

If your child’s second birthday is between 1 January and 31 March, you may qualify for funding:

• from the summer term starting in April

• you can submit an application after 31 December

30 Hours funding

Parents of three and four year olds will need to meet the following criteria in order to be eligible for 30 hours free childcare:

• They earn or expect to earn the equivalent to 16 hours at National Minimum or Living Wage over the coming three months.

• This equates to £120 a week (or c.£6,000 a year) for each parent over 25 years old or £112.80 a week (or c.£5,800 a year) for each parent between 21 and 24 years old and £56 a week for apprentices in their first year.

• This applies whether you are in paid employment, self-employed or on zero hour’s contract. • The parent (and their partner where applicable) should be seeking the free childcare to enable them to work.

• Where one or both parents are on maternity, paternity, shared parental or adoption leave, or if they are on statutory sick leave.

• Where one parent meets the income criteria and the other is unable to work because they are disabled, have caring responsibilities or have been assessed as having limited capability to work. • Where a parent is in a ‘start-up period’ (i.e. they are newly self-employed) they do not need to demonstrate that they meet the income criteria for 12 months

• If one or both parents is a non-EEA national, the parent applying must have recourse to public funds A parent will not meet the criteria when:

• Either parent has an income of more than £100,000

• If one or both parents is a non-EEA national and the parent applying does not have recourse to public funds

What happens if a parent loses eligibility?

• They will receive a ‘grace period’ – this means they will be able to keep their childcare for a short period.

• Once the ‘grace period’ has lapsed, the parent should be entitled to the universal 15-hour entitlement.

The Learning Environment

At Doris Venner Pre-School we aim to provide a happy, stable and caring environment enabling all children aged between 2 years and 5 years to reach their full potential at their own pace, through both child and adult initiated learning experiences.

We promote equality of opportunities and positive attitudes to issues that arise both from a multi-cultural society and from those with disabilities. Staff are positive role models and supportive of children’s individuality, culture and learning experiences.

We take into account a child’s individual needs, their interests and choices, as well as encouraging the involvement of parents and carers, to build on what has been learnt at home.

We operate a free flow approach enabling all children to access all areas of the curriculum throughout the session. Planning is based on the Early Years Foundation Stage Statutory framework, working towards the Characteristics of Effective Learning incorporating the seven areas of learning.

Play underpins all development and learning for young children. Most children play spontaneously, although some may need adult support, and it is through play that children develop intellectually, creatively, physically, socially and emotionally.

At Doris Venner we are guided by the Overarching Principles set out in the Early Years Foundation Stage. (EYFS)

There are seven key features of effective practice:

The best for every child

• All children deserve to have an equal chance of success.

• High-quality early education is good for all children. It is especially important for children from disadvantaged backgrounds.

• When they start school, children from disadvantaged backgrounds are, on average, 4 months behind their peers. We need to do more to narrow that gap.

• Children who have lived through difficult experiences can begin to grow stronger when they experience high quality early education and care.

• High-quality early education and care is inclusive. Children’s special educational needs and disabilities (SEND) are identified quickly. All children promptly receive any extra help they need, so they can progress well in their learning

High-quality care

• The child’s experience must always be central to the thinking of every practitioner.

• Babies, toddlers and young children thrive when they are loved and well cared for.

• High-quality care is consistent. Every practitioner needs to enjoy spending time with young children. • Effective practitioners are responsive to children and babies. They notice when a baby looks towards them and gurgles and respond with pleasure.

• Practitioners understand that toddlers are learning to be independent, so they will sometimes get frustrated.

• Practitioners know that starting school, and all the other transitions in the early years, are big steps for small children.

The curriculum: what we want children to learn

• The curriculum is a top-level plan of everything the early years setting wants the children to learn.

• Planning to help every child to develop their language is vital.

• The curriculum needs to be ambitious. Careful sequencing will help children to build their learning over time.

• Young children’s learning is often driven by their interests. Plans need to be flexible.

• Babies and young children do not develop in a fixed way. Their development is like a spider’s web with many strands, not a straight line.

• Depth in early learning is much more important than covering lots of things in a superficial way

Pedagogy: helping children to learn

• Children are powerful learners. Every child can make progress in their learning, with the right help.

• Effective pedagogy is a mix of different approaches. Children learn through play, by adults modelling, by observing each other, and through guided learning and direct teaching.

• Practitioners carefully organise enabling environments for high-quality play. Sometimes, they make time and space available for children to invent their own play. Sometimes, they join in to sensitively support and extend children’s learning.

• Children in the early years also learn through group work, when practitioners guide their learning.

• Older children need more of this guided learning.

• A well-planned learning environment, indoors and outside, is an important aspect of pedagogy.

Assessment: checking what children have learnt

• Assessment is about noticing what children can do and what they know. It is not about lots of data and evidence.

• Effective assessment requires practitioners to understand child development. Practitioners also need to be clear about what they want children to know and be able to do.

• Accurate assessment can highlight whether a child has a special educational need and needs extra help.

• Assessment should not take practitioners away from the children for long periods of time.

Self-regulation and executive function

• Executive function includes the child’s ability to: – hold information in mind – focus their attention – think flexibly – inhibit impulsive behaviour.

• These abilities contribute to the child’s growing ability to self-regulate: – concentrate their thinking – plan what to do next – monitor what they are doing and adapt – regulate strong feelings – be patient for what they want – bounce back when things get difficult.

• Language development is central to self-regulation: children use language to guide their actions and plans. Pretend play gives many opportunities for children to focus their thinking, persist and plan ahead.

Partnership with parents

• It is important for parents and early years settings to have a strong and respectful partnership. This sets the scene for children to thrive in the early years.

• This includes listening regularly to parents and giving parents clear information about their children’s progress.

• The help that parents give their children at home has a very significant impact on their learning.

• Some children get much less support for their learning at home than others. By knowing and understanding all the children and their families, settings can offer extra help to those who need it most.

• It is important to encourage all parents to chat, play and read with their children.

What Is the Early Years Foundation Stage Statutory Framework? The Early Years Foundation Stage (EYFS) statutory framework is a government document that all schools and Ofsted-registered early years providers in England must follow. It sets standards for the learning, development and care of your child from birth to 5 years old.

The standards ensure your child will learn and develop well and are kept healthy and safe. Your child’s Early Years Foundation Stage Profile will be shared with you at the end of the EYFS. This will inform you of your child’s progress and whether they have met or are continuing to work towards their early learning goals (ELGs).

There are 17 ELGs your child is expected to achieve by the end of the EYFS.

What Will My Child Be Learning?

The EYFS framework outlines seven areas of learning and development and educational programs.

There are three prime areas of learning, which are particularly important for your child’s development and future learning:

• Communication and Language

• Physical development

• Personal, Social and Emotional development

There are four specific areas of learning, through which the prime areas are strengthened and applied:

• Mathematics

• Literacy

• Understanding the world

• Expressive arts and design

Early years practitioners also use your child’s needs and interests to plan challenging and enjoyable activities and experiences.

How Will My Child Be Learning?

The EYFS framework identifies the essential role of play in your child’s development. It is through both child-led play and play guided by an adult that your child will develop confidence and relationships with others. Through play, EYFS practitioners will help your child to extend their vocabulary and develop their communication skills.

The EYFS framework identifies three characteristics of effective teaching and learning:

• Playing and exploring – engagement

• Active learning – exploring

• Creative and thinking critically – thinking

A greater focus on teaching specific skills will occur as your child progresses through their reception year, which will help them to prepare for year one.

How Will I Know How My Child Is Doing?

Each child in the EYFS has a key person who will work in partnership with you, sharing information about your child. EYFS practitioners use their professional knowledge to understand your child’s level of development. If they have any concerns about your child’s progress, they will discuss these with you.

Three formal assessments take place during the EYFS:

• Two-Year Progress Check (this will happen between the ages of 24 to 36 months)

• Reception Baseline Assessment (at the start of the reception year)

• Early Years Foundation Stage Profile (at the end of the EYFS)

The seven areas of learning and development, all important and inter-connected. The prime areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, building their capacity to learn, and form relationships and thrive.

Communication and language

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back and forth interactions from an early age form foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequent stories, non-fiction, rhymes, and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

English as an additional language

Speaking more than one language has lots of advantages for children. It is the norm in many countries around the world. Children will learn English from a strong foundation in their home language. It is important for you to encourage families to use their home language for linguistic as well as cultural reasons. Children learning English will typically go through a quiet phase when they do not say very much and may then use words in both languages in the same sentence. Talk to parents about what language they speak at home, try and learn a few key words and celebrate multilingualism in your setting.

Physical Development

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations ad the development of a child’s strengths, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand eye coordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults allow children to develop proficiency, control and confidence.

Personal, social and emotional development

Children’s personal social and emotional development is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm, and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn hoe to look after their bodies, including healthy eating, and mange personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes provide a secure platform from which children can achieve at school and in later life.

Literacy

It is crucial for children to develop a life – long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non -fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

Mathematics

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measure. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, have a go, talk to adults and peers about what they notice and not be afraid to make mistakes.

Understanding of the world

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries, and museums to meeting important members of society such as police officers, nurses, and firefighters. In addition, listening toa broad selection of stories, nonfiction, rhymes, and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading and comprehension.

Expressive arts and design

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a range of media and materials. The quality and variety of what children see, hear, and participate is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences and fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

Both prime and specific areas are equally important. At Doris Venner we focus on the prime areas for children aged two, incorporating the specific areas as children develop. The aspects set out in the specific areas of development continue until children reach the end of reception at school. (aged 5 -6 years).

Our Curriculum

We provide a caring and loving environment where high quality of play and education are used to stimulate and encourage your child’s social, emotional, intellectual, and physical development.

We believe that the early years are the time to set children’s foundations for future learning through fun and physical growth.

We recognise and promote the idea that play is the most natural, effective and powerful way children learn. Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.

Through play, children at the pre-school learn to concentrate, try out new ideas, imitate grown-ups, explore the world around them, develop their imagination, participate, share and socialise. We feel children at play are the most passionate explorers and are constantly making new discoveries.

Our curriculum is diverse and well-balanced giving opportunities for all children to participate in creative play, manipulative play, imaginative play, physical play, play with natural materials and activities to encourage scientific interest, reasoning skills and individual choice making.

At Doris Venner we have devised our own curriculum:

• Movers and shakers

• Social butterflies

• Carers and sharers

• Problem solvers

• Story makers

• Language lovers

• Inquisitive Investigators

• Curious Creators

• Maths monsters

• Finger wrigglers

• Healthy Hero

• Raving Regulators

Inclusion Hub

We are one of 12 settings across the borough of Kingston and Richmond to be chosen as an Inclusion Hub, recognising our outstanding contribution to children with Special educational needs.

At Doris Venner we believe good planning of our curriculum is key to making children’s learning effective, exciting, varied and progressive, it enables us to build up knowledge about how individuals learn and make progress and enables us to sustain a successful learning environment.

We have, and are proud of our high ratio of adults to children, which ensures

individual attention to the needs, and development of each child.

Progress check at age two

Keyworkers will complete a progress check in line with the statutory framework.

The aims of the progress check are to:

• review a child’s development in the three prime areas of the EYFS

(communication and language development, physical development and personal, social and emotional development);

• ensure that parents have a clear picture of their child’s development;

• enable practitioners to understand the child’s needs and plan activities to meet them in the pre-school;

• enable parents to understand the child’s needs and, with support from practitioners, enhance development at home;

• note areas where a child is progressing well and identify any areas where progress is less than expected; and describe actions the pre-school intends to take to address any developmental concerns (including working with other professionals where appropriate).

The Pre School will provide parents with a short-written summary of your child’s development.

Key Person

Our key person system gives each member of staff particular responsibility for a group of children. The key person has special responsibilities giving the children the reassurance to feel safe and cared for and building relationships with their parents. The key person will help your child to become familiar with the Pre-School and to feel safe and confident within it. They will also talk to parents to make sure that the needs of your child are being met appropriately, and that records of development and progress are shared with parents and other professionals as necessary. In addition the key person is able to tailor the Pre-School’s curriculum to the unique needs of each individual child. The key person system maintains links with the child’s home setting, working with parents through shared record-keeping to ensure that all children are supported in reaching their full potential.

Our keyworker system is flexible to meet children’s and parent’s needs. At Doris Venner we recognise that children may build strong relationships with different team members and we aim to ensure that children are able to seek comfort from staff of their choosing and as their skills develop they may become more attached to other members of staff, parents and children can seek out any member of the Pre School team they feel comfortable with, however, all paperwork will remain the responsibility of the named keyworker, i.e. writing termly reports, keeping learning journeys up to date and children Individual Development Map, charting progress.

Home visits

We do our best to arrange home visits before your child starts with us. This enables parents and children to meet with us in your home environment where your child is most comfortable.

Parent Catch up Sessions

We hold parent termly catch-up sessions to discuss your child’s learning and how to plan for progression. Each keyworker has either a morning or afternoon slot enabling parents to sign up for. These meetings can be face to face or by phone.

Record Keeping

Children are individuals first, each with a unique profile of abilities. All planning starts with observing children in order to understand and consider their current interests, development and learning.

All staff observe children to find out about their needs, what they are interested in and what they can do. Staff note children’s responses in different situations and through observations staff are able to highlight children’s achievements or their need for further support. We involve parents as part of the ongoing observation and assessment process. All parents receive a termly report on their child’s progress which includes staff aims for the child and the child’s aims. Parents are encouraged to comment on the form their aims for their child.

By using the information on Learning and Development, as set out in the EYFS, and our own curriculum to support continuous observational assessment staff will form a view of where each child is in their learning, where they need to go, and the most effective practice to support them in getting there.

All effective assessment involves analysing and reviewing what staff know about each child’s development and learning which enables staff to make informed decisions about the child’s progress and plan next steps to meet their development and learning needs. This is called assessment for learning.

Two way Communication

We believe smooth and positive transitions ensure continuity of care which is critical to children’s ability to thrive and learn therefore if children attend our Pre School and also attend another setting i.e. day nursery, child-minder, school or pre-school etc we recognise the importance of shared communication between both settings. We have a system in place to ensure this is possible to benefit a child’s interest and learning. We implement a two way diary which is used to record a child’s interests each day; this is then given to the parent/carer to forward to the other setting who we hope will complete and return in the same way. This will follow a child throughout their time at our Pre-School and will help us to ensure we complement the activities others offer and provide a good programme overall meeting the child’s needs. Wherever possible we will try to visit the other setting and encourage them to visit us to help us gain a better understanding of the learning environment. We will always seek parental permission before we make contact with the other setting.

Learning Journeys

We use tapestry, an online learning journal. Tapestry allows you to login with a secure username and password so you can view all your children’s observations, photographs and videos. You can like and comment on observations that we add for your child and it’s also possible for you to add your own observations. Your comments and your observations will allow us to find out about which activities your child really enjoys and the learning they get up to at home.

Bi Weekly Newsletter

A bi weekly newsletter is given to parents/carers informing them of the curriculum/activities planned and any additional information regarding key events, resources needed etc.

Social Media

We use Facebook and Instagram to share our daily activities with parents and to help promote the pre-school. We ask for written permission before uploading pictures of children’s faces. We can be found using the name Doris Venner Pre Schoolers

Settling In Guidance for Parents

Children settle into Pre School in lots of different ways. Some children will confidently settle into Pre School as soon as they come in. Other children may be nervous and anxious about leaving their beloved parent. Most children will be somewhere in between.

Please be reassured and try not to worry if your child experiences difficulties – it is a very normal part of a child’s development to be anxious, nervous or angry about being left. We also recognise that many parents will find this a difficult and sometimes upsetting process. We hope that we can use our

experience to support you and your child.

We want to reassure you that our well qualified and experienced team will support families through this stage. Children’s emotional well-being is our top priority.

It is advisable that you don’t come into the building with your child, but a member of the team will be allocated to support them throughout their settling in sessions.

Once you have left your child in our care, we advise you to contact us by phone after 15 minutes to find out how they are coping. We may ask you to phone again a bit later if they are doing well or ask you to return to pick them up if we feel this is the best option. The first session will be a maximum of 2 hours; any longer can turn a positive experience into a negative one as children can start to become anxious during transitions, i.e. preparing for lunch club, closure of outside play etc.

Tips

It is a good idea for your child to bring something of comfort for the first few sessions, i.e. a favourite toy, dummy, muslin etc. Something familiar from home can help a child feel more secure.

If English is not your child’s first language it can be helpful to staff if parents give us some words of comfort in home language for us to use with your child and to record a message into a talking tin which will be given to you by a member of staff. Even if your child has a basic understanding of English these words spoken in their home language can be helpful.

By telling your child you are going shopping to buy something specific like a loaf of bread and arriving at pick time with that item can help them realise you mean what you say.

Please feel free to phone the Pre School at any time to check on your child’s progress.

As a staff, we are committed to working closely and supportively with parents and carers. We look forward to developing a relationship with you.

Keeping Children Safe

It is our duty to ensure all children are kept safe; the pre-school have procedures that we have to comply with regard to Child Protection set by the Area Child Protection Committee. The pre-school Manager (Maria Churchill) is the pre-schools Child Protection Officer and works with the staff on any issues that regard Child Protection and has a duty to report concerns about the welfare of children to the Social Services District Office. Please refer to our Safeguarding Policy for more information.

Sickness and Absences

In the event your child will be absent from pre-school you must phone or email us giving details, i.e. sickness, holiday etc.

If you child has diarrhoea or vomiting or any infectious diseases they may not attend for 48 hours after the last bout.

Covid -19 – while there are no longer any restrictions in place, we ask that if you or an immediate family member has covid that you let us know and keep away from pre -school for at least 3 days. This will help to ensure that staff, children and parents with a low immune system are kept as safe as possible.

The Role of Parents

We believe that children benefit most from education and care when parents and the

Pre- School work together as a partnership. We acknowledge that parents are the prime educators of their children. We therefore welcome and encourage parents:

• to work in the pre-school with the children,

• to actively participate in sessions by sharing your own interests and/or skills

with the children,

• to offer ideas and suggestions,

• to assist with fundraising

Helping at a session is an excellent way of seeing what the day-to-day life of the Pre-School is like and provides the opportunity to help children get the best out of their activities. You can join in a Pre-school session, to assist the staff and help the children. Help is always appreciated!

If you have a particular interest/hobby/special collection etc, that you feel may be of

interest to the children please liaise with the Manager. Wherever possible the staff

will arrange for you to participate in a session(s) to show and talk to the children about your interests.

If you cannot assist during a session, there are other ways in which you can help:

• For Pre-school activities, a weekly newsletter is provided detailing the theme for that half term and the weekly topics. If you have any items that can be brought in applicable to a particular topic, the staff will be most appreciative.

• You can contribute with any ideas/suggestions for activities/crafts etc, that you feel may be appropriate, either in connection with a particular topic that is being explored or just generally. The staff will welcome your suggestions.

• You may like to consider joining the Trustee Committee or the Fundraising Group. There are a number of different roles and the Committee is always looking for interested parents. Just speak to any Committee member, the Fundraising Coordinator or a member of staff and they will put you in contact with the right person.

• By supporting our fundraising activities, whether helping to organise an event or simply participating. As mentioned above, the success of the fundraising group impacts directly on the overall standards and success of the Pre-School.

Role of the Trustees

As DVP is a registered charity, we are required to elect a board of Trustees. Trustees are all either parents of children currently attending the pre-school or else parents of children that have attended in the recent past.

Trustees are responsible for the overall management and control of the pre-school under the school’s constitution. The main duties are to ensure the charity remains solvent, is well run and delivering the charitable outcomes for the benefit of the children for which it has been set up.

It is quite normal for the membership of the Management Committee to change as children leave to start their full time education and their parents resign for the Committee. The schools Constitution require a minimum of 5 Trustees and a maximum of 12.

We would be pleased to hear from any prospective parents who might have an interest in becoming a trustee. Please pass on your interest in the first instance to the DVP Manager (Maria Churchill) Each Trustee is elected to serve for one year at a time; existing trustees can offer themselves up for re- election along with potential new Trustees. A vote takes place at the Pre Schools Annual General Meeting which is usually held in October every year.

Events and Fundraising

During the year the Committee organize a number of fundraising and social events. These vary from year to year and if you have any ideas please let us know. We fundraise to buy new toys, equipment and resources which are always much needed in the pre-school. It is expected that parents/carers participate, help and support the pre-school in such events to make them successful.

Easy Fundraising – If parents shop online please consider using easy fundraising to help raise funds for pre-school without any additional cost to parents.

Play Ball – Children may access playball on Wednesday morning/afternoon. Children must attend on this day to access this outsourced activity. Danny has been delivering these sessions for over 3 years and is DBS checked. Playball is a fun, structured and active way of engaging children in physical activity at a young age. Their scientifically researched curriculum provides a good platform for enhancing life skills and building a strong base for confident sport participation.

Policies and Procedures

We have a comprehensive list of policies, which are designed to offer the

best possible experience for the children & families in the group. They are

reviewed/updated regularly by the staff & committee. Your comments &

suggestions are always welcome. A brief synopses of our main policies are below;

ADMISSIONS POLICY – At the Doris Venner Pre-School we are committed to ensuring that all sections of our community have access to the pre-school through open, fair and clearly communicated procedures STATEMENT OF INTENT At Doris Venner Pre-School it is our intention to make the Pre- School accessible to children and families from all sections of the community regardless of gender, race or special needs.

BEHAVIOUR MANAGEMENT POLICY -STATEMENT OF INTENT – We believe that children and adults flourish best in an ordered environment in which everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else.

CHILD PROTECTION POLICY – STATEMENT OF INTENT – Doris Venner Pre-school wants to work with children, parents and the community to ensure the safety of children and to give them the very best start in life.

COMPLAINT PROCEDURE – STATEMENT OF INTENT – At Doris Venner Pre-School we aim to ensure all children, parents and carers feel valued. We believe everyone is entitled to expect courtesy and prompt careful attention to their needs and wishes, it is our intention to work in partnership with parents and the community and we welcome suggestions of ways to improve the Pre School at any time.

EQUALITY & DIVERSITY POLICY-.STATEMENT OF INTENT – Our pre-school is committed to providing equality of opportunity and anti-discriminatory practice for all children and families.

HEALTH & SAFETY POLICY – STATEMENT OF INTENT -We believe that the health and safety of children is of paramount importance. We make our pre-school a safe & healthy place for children, parents, staff & volunteers.

CONFIDENTAILITY POLICY- STATEMENT OF INTENT – It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality pre-school care and education.

A COMPREHENSIVE LIST OF OUR OTHER POLICES ARE AVAILABLE AND INCLUDE:

Admissions

Allegation against a member of staff

Behaviour Management

Complaints Procedure

Confidentiality

Illness Guidance

Intimate Care

Lost Child

New Student Placement

New Staffing and Employment

Outings

Parental Partnership

Premises

Risk Assessment

Record keeping

Special needs

Social Network

Whistle Blowing

All policies and procedures are made readily available for parents to read online, W encourage parents to make sure they are aware of all our policies and procedures.

Useful Information

Please ensure all items of clothing are clearly labelled with your child’s FULL name. The Pre-School cannot be held responsible for the loss of clothing or personal belongings.

Children are encouraged to wear aprons for messy activities however we advise parents to dress their children appropriately especially when toilet training, all clothing should be manageable for their child.

Parents should inform us of holiday dates and sickness.

If your child has sickness or diarrhoea they should remain absent from Pre- School for 48 hours after the last bout. The Pre-School must be notified of any cases of infectious diseases’

Request for additional sessions must be put in writing.

Half a terms notice is required should the child’s place no longer be needed.

Please read your terms and conditions for further information.