What We Do

Opening Hours

  • Opening Hours
  • Monday 8:30am – 3pm
  • Tuesday 8:30am – 12pm
  • Wednesday 8:30am – 3pm
  • Thursday 8:30am – 3pm
  • Friday 8:30am – 3pm
  • Term Time Only

Fees

The fees are payable monthly in advance. Fees must still be paid if children are absent without notice for a short period of time. If your child has to be absent over a long period of time, please talk to a manager.

For your child to keep his place at the setting, you must pay the fees. We are in receipt of early years education for 2, 3 and 4 year olds. When funding is not received, fees apply. The current rate is £4.25 per hour.

We also accept childcare vouchers.

The Early Years Foundation Stage

Our provision for children’s development and learning is guided by the Early Years Foundation Stage. We reflect the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (EYFS).

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

Children learn to be strong and independent through positive relationships.

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

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

Our Programme

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for the age and stage of development.

Our programme supports our children to develop the knowledge, skills and understanding they need for the 7 areas of learning and development.

  • Making relationships
  • Self-confidence and self-awareness
  • Managing feelings and behaviour
  • Moving and handling
  • Health and self-care
  • Listening and attention
  • Understanding
  • Speaking
  • Reading
  • Writing
  • Numbers
  • Shape, space and measure
  • People and communities
  • The world
  • Technology
  • Exploring and using media and materials
  • Being imaginative

The Key Person Approach

This means that each member of staff has a group of children for whom she/he is particularly responsible. Your child’s key person will be the person who works with you to make sure that the childcare that we provide is right for your child’s particular needs and interests.

When your child first starts at the setting, she/he will help your child to settle and throughout your child’s time at the setting, she/he will help your child to benefit from the setting’s activities.

Learning Journeys

The setting keeps a learning journey for each child, in which you and your child’s key person will work in partnership to collect information about your child’s needs, activities, interests, and achievements. You and the key person will then decide on how to help your children to move onto the next stage.

The key person also provides you with written assessment summaries of your child’s progress termly, as well as the progress check at age two required by the EYFS.

Setting Timetable and Routine

We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion.

The children are also helped and encouraged to take part in adult led small and large group activities, which introduce them to new experiences and help them to build new skills, as well as helping them to learn to work with others.

Outdoor activities contribute to children’s health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child chosen and adult led activities, as well as those provided in the indoor play room.

Snacks

The setting makes snacks a social time at which children and adults eat together. We plan the menus for snacks that they provide the children with healthy and nutritious food. For example:

  • Houmous
  • Carrot and cucumber sticks
  • Pitta bread
  • Offered with a choice of milk or water

Please tell us about your children’s dietary needs and we will make sure that these are met.

Clothing

We provide protective clothing for the children when they play with messy activities, but they also need to wear old clothes that will be suitable for these activities.

We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.

Policies

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

To read our policies in full, please click the link here to view a list of our policies.

Safeguarding Children

Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’. Our employment practices ensure children against the likelihood of abuse in our setting, and we have a procedure for managing complaints or allegations against a member of staff.

Our way of working with children and their parents ensures we are aware or any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty.

Special Needs

As part of the setting’s policy to make sure that its provision meets the needs of each individual child, were take account of any special needs a child may have. The setting works to the requirements of the Special Educational Needs and Disability Code of Practice. Our special educational needs coordinator is Karen Coates.