Nursery places are subject to availability. There will be equality of access to nursery places as outlined in our Equal Opportunity Policy. When a place becomes available within a suitable age group, parents of a child from the top of the list will be offered a place according to the start date required. Priority will be given to children requiring all day care five days a week, then to those requiring all day care on two, three or four days per week, particularly those who can be successfully matched to make a full time place. Siblings of children currently attending will also take priority of places.
Our website will answer most questions but feel free to contact us if you require any further information.
The Early Years Foundation Stage (EYFS) is how the Government and early year’s professionals describe the time in your child’s life between birth and the age of 5. This is a very important stage as it helps your child get ready for school, as well as preparing them for their future learning and successes. From when your child is born up until the age of 5, their early years’ experience should be happy, active, exciting, fun and secure and support their development, care and learning needs.
We follow a legal document called the Early Years Foundation Stage Framework.
The EYFS Framework exists to support all professionals working in early years to help your child, and was developed with a number of early years experts and parents. In 2012, the framework was revised to make it clearer and easier to use, with more focus on the things that matter most. This new framework also has a greater emphasis on your role in helping your child develop.
The EYFS Framework explains how and what your child will be learning to support their healthy development. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development. Children should mostly develop the three prime areas first. These are:
Communication and language
Personal, social and emotional development
These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in four specific areas. These are:
Understanding the world
Expressive arts and design
These seven areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. This is a little bit like a curriculum in primary and secondary schools, but it is suitable for very young children, and is designed to be really flexible so that staff can follow your child’s unique needs and interests. Through the EYFS, children learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and outside.
At Rising stars we regard snack and lunch times as an important part of the children’s day. Eating represents a social time for children and adults and helps children to learn about healthy eating. To help us comply with government initiatives and for the general well-being of the children, we adhere to the following guidelines:
1) At snack time, we aim to provide healthy and nutritious food which meet the children’s individual dietary needs and promote healthy eating.
2) For the lunch times sessions, children can bring a balanced packed lunch with them or else freshly cooked food will be provided.
We follow the procedures below to promote healthy eating at Rising stars.
1) Prior to a child attending rising stars preschool, we enquire about his/her medical, cultural and/or dietary needs – including any known allergies. This information is recorded on a registration form and signed by parents/carers. We ask that parents advise the preschool of any changes to their children’s dietary needs – including allergies.
2) To ensure continuity of care, we display current information about individual children’s dietary needs so that all staff and volunteers are fully informed about them.
3) We aim to ensure that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parent’s wishes.
4) In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another and constantly supervised.
5) Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, of vegetarians, food allergies and intolerances. We take account of this information in the provision of food and drinks.
6) We organize snack and lunch times so that they are social occasions in which children and staff participate.
7) All tables are cleaned with an approved antibacterial solution.
8) We have fresh drinking water available for the children throughout each session. We inform the children about how to obtain the water and help them if necessary.
9) We inform parents of our policy on healthy eating
Drinks and snacks provided by Rising Stars is of low salt and sugar content where possible.
Mid-morning snacks include fresh fruit and/or vegetables with a carbohydrate accompaniment such as whole meal wraps, crackers with butter, cheese, bread sticks, cheese and chive dips, Fresh water is supplied to drink.
For child who do full days we provide a healthy balanced lunch for their child. Avoid including any kind of sweets and chocolate bars.
1) Sandwiches with children’s favourite fillings (excluding peanut based fillings)
3) Small portion of crisps or savoury snacks (to bring in lunch)
4) Fresh fruit/vegetables – we can chop or peel if necessary
5) Other suggestions: dried fruit, pasta or rice salads, raw vegetables with dips, tinned fruits. Please ensure there are no nuts in these food or any traces of nuts. We are unable to heat up foods. Please provide foods which do not require heating up.
We take care not to provide foods containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts. To avoid the risk of a child with a known nut allergy being exposed to nuts during a lunch time session, we ask parents not to provide packed lunches that include nuts or nut products (e.g. snack bars, peanut butter, and pesto).
We are committed to safeguarding, promoting the welfare of children & young people and expects all staff, students & apprentices to share this commitment. The Prevent Duty & Promoting British Values has been introduced from 1st July 2015 in all schools, registered early years childcare providers and all Registered later Early years childcare providers are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty. Here at Rising Stars we take Safeguarding very seriously, therefore to ensure that we adhere to and achieve the Prevent duty we will; provide appropriate training for staff as soon as possible. Part of this training will enable staff to identify children who may be at risk of radicalisation. We will build the children’s resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views (for early years providers the statutory framework for the EYFS sets standards for learning, development and care for children from 2-5 thereby assisting their personal, social and emotional development and understanding of the world).
We will assess the risk, by means of a formal risk assessment, of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. We will ensure that our staff understands the risks so that they can respond in an appropriate way. We will be aware of the online risk of radicalisation through the use of social media and the internet. As with managing other safeguarding risks, our staff will be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection (children at risk of radicalisation may display different signs or seek to hide their views). The Key Person approach means we already know our key children well and so we will notice any changes in behaviour, demeanour or personality quickly.
We will not carry out unnecessary intrusion into family life but we will take action when we observe behaviour of concern. The key person approach means that we already have a rapport with our families so we will notice any changes in behaviour, demeanour or personality quickly. We will work in partnership with our LSCB & Mash Team for guidance and support. We will build up an effective engagement with parents/carers and families. (This is important as they are in a key position to spot signs of radicalisation). We will assist and advise families who raise concerns with us. It is important to assist and advise families who raise concerns and be able to point them to the right support mechanisms. We will ensure that our staff will undertake Prevent awareness training (as a minimum) so that they can offer advice and support to other members of staff. We will ensure that any resources used in the setting are age appropriate for the children in our care and that our staff have the knowledge and confidence to use the resources effectively. This policy is intended to serve as guidance for practitioners to recognise the signs of those who are at risk and also to inform parents of our legal requirement to put this policy into operation. The prevent of duty care policy is part of our wider safeguarding duties in keeping children safe from harm, and this new policy reinforces our existing duties by spreading understanding of the prevention of radicalisation.
All practitioners must be able to identify children who may be vulnerable to radicalisation.
There is no single way of identifying an individual who is likely to be susceptible to a terrorist ideology, but staff should be alert to changes in children’s behaviour, including even very young children, which could indicate they may be in need of help or protection. These behaviours can be evident during circle time, Role play activities and quiet times. Quiet times are a good time for children to make disclosures as this is the period that children are closest to their key persons. People from any walks of life can be drawn into radicalisation and not necessarily from a particular religion or ethnicity.
Terrorism is not promoted by any religion. The Prevent duty does not require childcare providers to carry out unnecessary intrusion into family life but we are required to take action when observe behaviour of concern.
Cultivating British Values
The best way to help children resist extremist views or challenge views such as creationism is to teach them to think critically and become independent learners, which is fundamental to the Characteristics of Effective Learning and Teaching embedded in the EYFS. We endeavour to support our children through the EYFS by providing stimulating and playful learning opportunities to help them develop positive diverse and communal identities, as well as their well-being, their empathy and emotional literacy, while continuing to take action to eradicate inequalities, bullying, discrimination, exclusion, aggression and violence; all of which fosters and secures, children’s pro-social behaviours and responsible citizenship and real sense of belonging. What to do if you suspect that children are at the risk of radicalisation. Follow the setting normal Safeguarding Procedures including discussing with the designated safeguarding lead, and where deemed necessary, with children’s social care. In Prevent priority areas, the local authority will have a Prevent lead that can also provide support. The Safeguarding Lead can also contact the local police force or dial 101 (the non-emergency number). They will then talk in confidence about the concerns and help to access support and advice. The Department for Education has dedicated a telephone helpline (020 7340 7264) to enable staff to raise concerns relating to extremism directly. Concerns can also be raised by email to firstname.lastname@example.org. Please note that the helpline is not intended for use in emergency situations, such as a child being at immediate risk of harm or a security incident, in which case the normal emergency procedures should be followed.
We are committed to the inclusion of all children. All children have the right to be cared for and educated to achieve the best possible outcomes, to share opportunities and experiences and develop and learn alongside their peers. We provide a positive and welcoming environment where children are supported according to their individual needs.
We recognise that some children may have additional needs that may require particular help, intervention and support. These needs may be short-lived for a particular time in the child’s life or may require longer-term or lifelong support. At all times we will work alongside each child’s parents and any relevant professionals to share information, identify needs and help the child and their family access the support they need.
In accordance with our admissions policy, we are committed to providing a childcare place, wherever possible, for children who may have special educational needs (SEN) and/or disabilities according to their individual circumstances, and the nursery’s ability to make any reasonable adjustments in order to provide the necessary standard of care. All children will be given a full settling in period when joining the nursery according to their individual needs.
Where we believe a child may have learning difficulties and/or a disability that has not previously been acknowledged, we will work closely with the child’s parents and any relevant professionals to establish the child’s needs and to secure any action that may be required. We recognise that children with disabilities may not have SEN but may need the nursery to make reasonable adjustments to enable them to make full use of the setting's facilities.
Where we have emerging concerns about a child and/or where a child has identified additional needs or a disability, we will find out as much as possible about the needs of the child and any support the child or family may need to ensure the child makes the best progress in their learning and development. We do this by:
1) Liaising with the child’s parents
2) Observing each child’s development and monitoring such observations regularly
3) Liaising with any other relevant professionals engaged with the child and their family
4) Seeking any specialist help or support
5) Researching relevant publications/sources of help
6) Reading any reports that have been prepared
7) Attending any assessment or review meetings with the local authority/professionals.
Legal framework and definitions
The relevant legislation underpinning this policy includes:
1) Special Educational Needs and disability Code of Practice: 0 to 25 years
2) The Children and Families Act 2014, Part 3
3 The Equality Act 2010
4) Special Educational Needs and Disability Regulations 2014 Statutory Framework for the Early Years Foundation Stage (from September 2014)
5) Working Together to Safeguard Children 2013
We use the definitions set out in the law to describe SEN and disabilities.
1) A child has SEN if they have a learning difficulty or disability, which calls for special educational provision to be made for them.
2) A learning difficulty or disability means that a child of compulsory school age has a significantly greater difficulty in learning than the majority of other children of the same age; and/or has a disability which prevents or hinders them from making use of the sort of facilities generally provided for others of the same age.
3) For children aged two or more, special educational provision is educational provision that is additional to or different from that made generally for other children of the same age. For a child under two years of age, special educational provision means educational provision of any kind.
4) A child under compulsory school age has SEN if he or she is likely to have a learning difficulty or disability when they reach compulsory school age or would do so if special educational provision was not made for them.
5) A disability is defined in the Equality Act 2010 as ‘a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. ‘Long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and those with SEN. Where a disabled child requires special educational provision they are also be covered by the SEN definition.
The setting has regards to the statutory guidance set out in the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2014). We have clear arrangements in place to support children with SEN and disabilities. We aim to:
1) Recognise each child’s individual needs through gathering information from parents and others involved with the child on admission and through our procedures for observation and assessment
2) Ensure all staff understand their responsibilities to children with SEN and disabilities and have regard to the guidance given in the Special Educational Needs and Disability Code of Practice 2014
3) Plan, provide or help parents to obtain any additional help or support for any needs not being met by the universal service provided by the setting
4) Include all children and their families in our provision, making reasonable adjustments where needed
5) Provide well-informed and suitably trained practitioners to help support parents and children with special educational needs and/or disabilities
6) Identify any emerging concerns that might suggest a child has special educational needs and/or disabilities at the earliest opportunity and plan for those needs through a range of strategies
7) Share any information received and assessments made by the setting with parents and support parents in seeking any help they or the child may require.
8) Seek any additional help needed including requesting an Education, Health and Care (EHC) Needs Assessment where the setting's own actions are not helping the child to make progress
9) Work in partnership with parents and other agencies in order to meet the individual children's needs, including health services and the local authority, and seek advice, support and training where required
10) Monitor and review our practice and provision and, if necessary, make adjustments and seek specialist equipment and services if needed
11) Ensure that all children are treated as individuals/equals and are encouraged to take part in every aspect of the Pre-school day according to their individual needs and abilities
12) Ensure that gifted and talented children who learn more quickly are also supported
13) Encourage children to value and respect others
14) Challenge inappropriate attitudes and practices
15) Promote positive images and role models during play experiences of those with additional needs wherever possible
16) Celebrate diversity in all aspects of play and learning.
1) Develop and maintain a core team of staff who are experienced in the care of children with additional needs. Staff will be provided with specific training to help them make any special educational provision needed and meet the requirements of the Special Educational Needs and Disability Code of Practice 2014
2) Identify a member of staff to be our Special Educational Needs Co-ordinator (SENCO) and share their name with parents (see below for an explanation of their role)
3) Provide a statement showing how we provide for children with learning difficulties and/or disabilities and share this with staff, parents and other professionals
4) Ensure that the provision for children with learning difficulties and/or disabilities is the responsibility of all members of staff in the setting.
5) Ensure that our inclusive admissions practice includes equality of access and opportunity
6) Ensure that our physical environment is, as far as possible, suitable for children and adults with disabilities
7) Work closely with parents to create and maintain a positive partnership which supports their child(ren)
8) Provide differentiated activities to meet all individual needs and abilities to give a broad and balanced early learning environment for all children including those with learning difficulties and/or disabilities
9) Ensure that parents are consulted with and kept informed at all stages of the assessment, planning, provision and review of their child's care and education, including seeking any specialist advice
10) Ensure that children’s views are sought and listened to
11) Use a graduated approach (see explanation below) to identifying, assessing and responding to children who have emerging difficulties, suggesting they may have special educational needs or a disability that requires a different approach
12) When planning interventions and support, agree the outcomes and the expected impact on progress and a date for review
13) Hold review meetings with parents at the agreed times and agree any changes or adjustments to support
14) Seek any further advice or support needed including multi-agency approaches, working with our Area Senco and Education Phycologist and Early Support, requesting an Education, Health and Care (EHC) Needs Assessment where the nursery’s own actions are not helping the child make progress.
15) Liaise with other professionals involved with children with learning difficulties and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
16) Provide parents with information on sources of independent advice and support
17) Keep records of the assessment, planning, provision and review for children with learning difficulties and/or disabilities
18) Provide resources, in so far as we can (human and financial), to implement our SEN/disability policy
19) Ensure the privacy of children with learning difficulties and/or disabilities when intimate care is being provided
20) Provide in-service training for practitioners and volunteers
21) Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
22) Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. assessment information, targeted plans and outcomes, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
23) Provide a complaints procedure and make available to all parents in a format that meets their needs e.g. braille, audio, large print, additional languages
24) Monitor and review our policy annually.
The role of the Special Education Needs Co-ordinator (SENCO)
The role of the SENCO is to provide a lead for staff in relation to SEN and disabilities and to make sure procedures are followed, appropriate records kept and parents are involved. The child’s practitioner (key person) will normally remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. The particular responsibilities of our SENCO are:
1) ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN
2) advising and supporting colleagues
3) ensuring parents are closely involved throughout and that their insights inform action taken by the setting
4) Liaising with professionals or agencies beyond the setting.
In line with requirements of the Special Educational Needs and Disability Code of Practice, we take a graduated approach to working with children with emerging concerns and their families. This approach includes:
1) An analysis of the child’s needs including whether we should seek more specialist help from health, social services or other agencies
2) An agreement about the interventions and support needed and the expected impact on progress and a date for review
3) Implementation of the interventions or programmes agreed, including assessing the child’s response to the action taken
4) A review of the effectiveness of the support and its impact on the child’s progress by the key person, SENCO, the child’s parent(s) and the views of the child, including any agreed changes to outcomes and support
5) Revisiting this cycle of action in increasing detail and frequency including seeking further specialist help to secure good progress until the SENCO, key person, the child’s parent(s) and any other professionals involved agree intervention is no longer needed or decide to request an education, health and care needs assessment (see below).
Education, Health and Care (EHC) Needs Assessment and Plan
If the help given through the setting’s graduated approach is not sufficient to enable the child to make satisfactory progress, we may request, in consultation with the parents and any external agencies already involved, an assessment of the child’s needs by the local authority. This is called an Education, Health and Care (EHC) assessment. The assessment will decide whether a child needs an EHC assessment plan. This plan sets out in detail the education, health and social care support that is to be provided to a child who has SEND. The local authority will consult with parents and let them know the outcome of the assessment.
Early help assessment
If we believe a child and their family would benefit from support from more than one agency, for example, where a child may have difficulties linked to poor housing or difficult domestic circumstances, we may request or carry out an inter-agency assessment to get early help for the family. This early help assessment aims to ensure that early help services are co-ordinated and not delivered in a disjointed way.
Where children have disabilities we may seek additional help and resources through the Early Support Programme which co-ordinates health, education and social care support for the parents and carers of disabled children from birth to adulthood.
We recognise that young children will experience many transitions in their early years. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions.
Some examples of transitions that young children and babies may experience are:
1) Starting nursery
2) Change of Keyworker
3) Starting school or moving nurseries
4) Family breakdowns
5) New siblings
6) Moving home
7) Death of a family member or close friend
8) Death of a family pet.
Staffs are trained to observe their key children and to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s behaviour.
We recognise that starting nursery may be difficult for some children and their families. We have a settling in policy to support the child and their family.
Starting school or moving childcare providers
Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. This following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another nursery.
We recognise that when parents separate it can be a difficult situation for all concerned. We will offer our support at this time and ensure we do all we can to support families and the child.
Moving home and new siblings
We recognise that both these events may have an impact on a child. Normally, parents will have advance notice of these changes and we ask parents to let us know about these events so we can support the child to be prepared. The key person will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions.
We recognise that this may be a very difficult time for children and their families and have a separate policy on bereavement which we follow to help us offer support to all concerned should this be required.
If parents feel that their child requires additional support because of any changes in their life, we ask that you speak to the nursery manager and the key person to enable this support to be put into place.
We will work with parents in providing quality care for their children.
1) All parents are welcome to visit the setting at any times to observe or join in the nursery activities. Parents are encouraged to take part in setting’s activities.
2) Parents can help celebrate festivals by cooking with the children or just spending time talking about their culture and festivals.
3) Parents have access to their child's record and are consulted in respect of the care given through discussion and questionnaires.
4) Information about setting activities and events is regularly distributed via a monthly newsletter
5) Parents are able to view all the policies of the setting at any time.
6) We encourage parents to feedback to us through completing parent feedback forms and questionnaires of their first impressions of our setting, which is reviewed and taken on board.
7) Nursery outings/ social events are arranged for both parents, families and children
What we do-
1) We ask parents to try and establish a good relationship with the staff. Your child's key worker will give you regular feedback about your child's progress.
2) Parents of children under the age of three are given a daily feedback about their child's day and are provided with a weekly diary.
3) Comprehensive written reports are given annually
4) We hold regular open evenings for parents. This gives parents an opportunity to discuss their child's progress and any concerns they may have with their child’s key workers
We believe that children flourish best when they know how they and others are expected to behave. Children gain respect through interaction with caring adults who act as good role models, show them respect and value their individual personalities. The setting encourages and praises positive, caring and polite behaviour at all times in and provides an environment where children learn to respect themselves, other people and their surroundings.
Children need to have set boundaries of behaviour for their own safety and the safety of their peers. Within the setting we aim to set these boundaries in a way which helps the child to develop a sense of the significance of their own behaviour, both on their own environment and those around them.
We aim to:
1) Recognise the individuality of all our children and that some behaviour is normal in young children e.g. biting due to teething
2) Encourage self-discipline, consideration for each other, our surroundings and property
3) Encourage children to participate in a wide range of group activities to enable them to develop their social skills
4) Ensure that all staff acts as positive role models for children
5) Encourage parents and other visitors to be positive role models and challenge any poor behaviour shown.
6) Work in partnership with parents by communicating openly.
7) Praise children and acknowledge their positive actions and attitudes, therefore ensuring that children see that we value and respect them.
8) Encourage all staff working with children to accept their responsibility for implementing the goals in this policy and to be consistent.
9) Promote non-violence and encourage children to deal with conflict peacefully.
10) Provide a key person system enabling staff to build a strong and positive relationship with children and their families.
11) Provide activities and stories to help children learn about accepted behaviours, including opportunities for children to contribute to decisions about accepted behaviour where age/stage appropriate.
12) Have a named person who has overall responsibility for behaviour management.
The named person for managing behaviour will:
1) Advise other staff on behaviour issues.
2) Along with each room leader will keep up to date with legislation and research.
3) Support changes to policies and procedures in the setting.
4) Access relevant sources of expertise where required and act as a central information source for all involved
5) Attend regular external training events, and ensure all staff attends relevant in-house or external training for behaviour management. We keep a record of staff attendance at this training.
Our setting rules are concerned with safety and care and respect for each other. We keep the rules to a minimum and ensure that these are age and stage appropriate. We regularly involve children in the process of setting rules to encourage cooperation and participation and ensure children gain understanding of the expectations of behaviour relevant to them as a unique child.
Children, who behave inappropriately by physically abusing another child or adult e.g. biting, or through verbal bullying, are helped to talk through their actions and apologise where appropriate. We make sure that the child who has been upset is comforted and the adult will confirm that the other child's behaviour is not acceptable. We always acknowledge when a child is feeling angry or upset and that it is the behaviour that is not acceptable.
When children behave in unacceptable ways:
1) We never use or threaten to use physical punishment/corporal punishment such as smacking or shaking.
2) We only use physical intervention for the purpose of averting immediate danger or personal injury to any person (including the child) or to manage a child’s behaviour if absolutely necessary. We keep a record of any occasions where physical intervention is used and inform parents on the same day, or as reasonably practicable.
3) We recognise that there may be times where children may have regular occasions where they lose control and may need individual techniques to restrain them. This will only be carried out by staff that have been appropriately trained to do so. Any restraints will only be done following recommended guidance and training and only with a signed agreement from parents on when to use it. We will complete an incident form following any restraints used and notify the parent.
4) We do not single out children or humiliate them in any way. Where children use unacceptable behaviour they will, wherever possible, be re-directed to alternative activities. Discussions with children will take place as to why their behaviour was not acceptable, respecting their level of understanding and maturity.
5) Staff will not raise their voices (other than to keep children safe).
6) In any case of misbehaviour, we always make it clear to the child or children in question, that it is the behaviour and not the child that is unwelcome.
7) We decide how to handle a particular type of behaviour depending on the child’s age, level of development and the circumstances surrounding the behaviour. This may involve asking the child to talk and think about what he/she has done. All staff support children in developing empathy and children will only be asked to apologise if they have developed strong empathy skills and have a good understanding of why saying sorry is appropriate
8) We help staff to reflect on their own responses towards challenging behaviours to ensure that their reactions are appropriate.
9) We inform parents if their child’s behaviour is unkind to others or if their child has been upset. In all cases we deal with inappropriate behaviour in setting at the time. We may ask parents to meet with staff to discuss their child's behaviour, so that if there are any difficulties we can work together to ensure consistency between their home and the setting. In some cases we may request additional advice and support from other professionals, such as an educational psychologist.
10) We support children in developing non-aggressive strategies to enable them to express their feelings.
11) We keep confidential records on any inappropriate behaviour that has taken place. We inform parents and ask them to read and sign any incidents concerning their child.
12) We support all children to develop positive behaviour, and we make every effort to provide for their individual needs.
Through partnership with parents and formal observations, we make every effort to identify any behavioural concerns and the causes of that behaviour. From these observations and discussions we will implement an individual behaviour modification plan where a child’s behaviour involves aggressive actions towards other children and staff, for example hitting, kicking etc. The manager will complete risk assessments identifying any potential triggers or warning signs ensuring other children’s and staff’s safety at all times. In these instances we may remove a child from an area until they have calmed down or distract them away with another activity.
Bullying takes many forms. It can be physical, verbal or emotional, but it is always a repeated behaviour that makes other people feel uncomfortable or threatened. We acknowledge that any form of bullying is unacceptable and will be dealt with immediately while recognising that physical aggression is part of children’s development in their early years.
We recognise that children need their own time and space and that it is not always appropriate to expect a child to share. We believe it is important to acknowledge each child’s feelings and to help them understand how others might be feeling.
We encourage children to recognise that bullying, fighting, hurting and discriminatory comments are not acceptable behaviour. We want children to recognise that certain actions are right and that others are wrong.
At our setting, staffs follow the procedure below to enable them to deal with challenging behaviour:
1) Staff are encouraged to ensure that all children feel safe, happy and secure.
2) Staff are encouraged to recognise that active physical aggression in the early years is part of the child’s development and that it should be channelled in a positive way.
3) Children are helped to understand that using aggression to get things is inappropriate and they will be encouraged to resolve problems in other ways.
4) Our staff will intervene when they think a child is being bullied, however mild or harmless it may seem.
5) Staff will initiate games and activities with children when they feel play has become aggressive, both indoors or out.
6) Staff will discuss any instance of bullying fully with the parents of all involved to look for a consistent resolution to the behaviour.
7) If any parent has a concern about their child, a member of staff will be available to discuss those concerns. It is only through co-operation that we can ensure our children feel confident and secure in their environment, both at home and in the setting. All concerns will be treated in the strictest confidence.
8) By positively promoting good behaviour, valuing co-operation and a caring attitude, we hope to ensure that children will develop as responsible members of society.
Children learn individually and with others through play. We offer our children a play-based curriculum which meets all the requirements of the Early Years Foundation Stage Curriculum
Play in a secure environment with effective adult support allows the children to explore, investigate and enjoy the learning experience. We help them to practice and develop ideas, concepts and skills in a unique and non-threatening way, without fear of failure.
We deliver the early year's curriculum in a number of ways, through:
1) Construction and small world play
2) Treasure baskets that contain a variety of different objects to help stimulate babies’ senses, large and fine motor skills and experiences
3) Large & fine motor skills and experiences
4) Literacy and numeracy skills
5) Role play and imaginative opportunities
6) Water, sand and malleable experiences
7) Stories, rhymes and songs
8) Role play and imaginative opportunities
9) Water, sand and malleable experiences
10) Mark making (the marks that children make through a range of media, such as paint, water, sand, pencils and the meanings that they give to them)
11) Creative workshops
12) Outdoor opportunities
13) Exploring and investigating science and nature
14) Dance, music and sensory experiences
Children must be offered and allowed to engage in exciting and challenging activities, which support and extend their learning and development. They must have a full and stimulating environment to encourage a range of play, exploration and talk. They need to be able to choose, create, investigate, explore, initiate and persist with activities.
We believe that children are active learners from birth and that if we provide them with the right environment, support and experiences, it will help to encourage their curiosity, imagination and creativity. We also need to ensure that we stimulate each child emotionally and intellectually by providing the best circumstances to promote active learning.
We have designed our nursery environments to be cosy and exciting and they are structured in such a way as to promote a child's independence, decision-making and problem solving.
We believe that careful planning is required to ensure that play is of a high quality. A Key Person (member of staff) is assigned to your child to ensure that they are engaging in the right kind of activities. This helps to plan future experiences and opportunities to build your child’s knowledge, skills and abilities which will lead to new learning and development.
Observations of each child are evaluated and linked to the Early Years Foundation Stage Curriculum. This allows for every child's individual development to be monitored and their progress recorded in their individual Incredible Learning Journal. This is a record of your child’s interests, significant achievements and development throughout their time with us and we encourage you to access your child’s journal at any time.
Planning for your child will consist of:
Photographs and significant examples of work
These will help to highlight what your child enjoys in the nursery and where their learning is progressing.
Individual learning intention sheets (planning)
These focus on your child’s particular interests based on the jottings and observations made by the Key Person and yourselves. It is this information that helps the Key Person to plan experiences that support the interests and future learning of your child.
Research has shown that a Key Person approach is the most effective way of ensuring that children develop a strong relationship with a significant adult in the nursery. The Key Person approach gives every child the reassurance to feel secure and cared for, helping them to become familiar with the nursery environment and to feel confident and safe within it.
We recognise every child's individuality, efforts and achievements and believe that relationships between adults and children are crucial for the child's happiness and security.
The Key Person meets the needs of each child in their care and responds sensitively to their feelings, ideas and behaviour. The Key Person will offer security, reassurance and continuity, and they will usually be the one to feed, change and soothe your child. They are in the best position to understand your child's individual needs and to share information with you about your child’s experiences in nursery.
The Key Person will help each of their children to develop relationships with other members of staff and children. They will observe them in their play so that they can plan future opportunities and experiences that best meet their needs and interests.
Back to top