MANOR PRE-SCHOOL

POLICIES and PROCEDURES

Index

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Page Number

Introduction and Aims

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2

Admissions, Inclusion & Staffing

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3

Curriculum /

4-7

Safeguarding /

8-10

Parent/Carer Partnership /

11

Behaviour Management /

12-13

Health, Safety & Wellbeing /

14-18

Other Policies and Procedures /

19

Manor Pre-School Policy

Introduction and Aims

Introduction

Manor Pre-School is situated in the grounds of Manor Primary School. The pre-school has operated under the leadership and governance of the primary school since 1/4/16. Although most of the children go on to Manor Primary School, this is not a requirement and children destined for other settings are equally welcomed and valued. Manor Primary School was rated by Ofsted as ‘Outstanding’ in all categories in February 2016.

Our aim is:

To provide a safe, secure and stimulating environment and a happy atmosphere, enhancing the development and education of children from the ages of two to four.

We offer children:

  1. The highest standards of care and attention in a happy, safe and calm setting, led by highly qualified and experienced staff including staff with qualified teacher status.
  1. A purpose-built indoor environment which is light, spacious and comfortable, with resources and activities to suit all needs.
  1. A large, enclosed outdoor space devoted to the pre-school, plus access throughout the day to the diverse facilities and extensive grounds of Manor Primary School.
  1. A tailored curriculum which enables children to make excellent progress in all areas and supports them in becoming confident and independent learners.
  1. Opportunities for you and your family to be directly and meaningfully involved in the activities of the group and in your child’s progress.
  1. Comprehensive transition arrangements to Manor Primary School, or liaison as required with an alternative primary school provider of parents’ choice.

Manor Pre-School Policy

Admissions, Inclusion & Staffing

Admissions & Inclusion

It is our intention to make our setting genuinely accessible to children and families from all sections of the local community. In order to accomplish this, we will:

 Describe the setting and its practises in the terms which make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders, looked after children and people from all cultural, ethnic, religious and social groups, with and without impairments

 Make all our policies available on request.

 When possible be flexible about attendance patterns and procedures to accommodate the needs of individual children and families.

We want children to feel safe and happy in the absence of their parents, to recognise other adults as a source of help and friendship and to be able to share with their parents afterwards the new learning experiences enjoyed in the setting. In order to accomplish this, we will:

 Encourage parents to visit with their children before admission is planned.

 Offer a home visit from a member of staff to meet the child in their familiar setting.

 Make clear to families from the outset that they will be supported in the setting for as long as it takes to settle their child there.

 Reassure parents whose children seem to be taking a long time settling.

 Encourage parents, where appropriate, to separate from their children for brief periods at first, gradually building up to longer absences.

 Introduce Staff to the child and family

 Introduce the child’s keyworker once allocated.

Staffing & Training

We follow all statutory guidance on adult-child ratios at all times. On a typical day we will aim to exceed these with the following:

 2 year olds - 1:4

 3 & 4 year olds – 1:8

Our staff hold suitable and relevant qualifications and all have full DBS clearance. The setting supports the work of the staff by means of regular monitoring and appraisals. We are committed to recruiting, appointing and employing staff in accordance with 2010 Equality Act. Furthermore -

 Continuing in house training is undertaken by all staff

 Additional training is accessed from external providers when required and appropriate.

 There is a designated SENCo (Special Educational Needs Co-ordinator) who works closely with the school’s SENCo. All staff undertake specific needs awareness training.

 All members of staff are trained in Paediatric First Aid and hold up to date certificates.

Manor Pre-School Policy

Curriculum

 All children will be respected and their individuality and potential recognised, valued and nurtured. Activities and the use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination.

 Appropriate opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others.

 Activities will be undertaken in large and small groups of mixed age, ability and developmental stage.

 Children will be given free-flow access to the outdoor learning environment at regular points throughout each day.

Learning and Development

The pre-school follows the statutory requirements of the Early Years Foundation Stage (EYFS) (2017) and the guidance provided in ‘Development Matters (2012), and promotes the holistic development of the individual child through physical, emotional, social, moral, spiritual and intellectual development.

Play is at the heart of the development of all children and is a vital part of the learning process. Play needs the flexibility to be child-led, with activities allowing the children to learn at their own pace. Adult direction may be initiated in order to fully facilitate the child’s development.

Through play, the young child comes to terms with his/her surroundings and their wider world. Play provides the motivating factor for learning. Activities help children to learn and develop skills and positive attitudes. Play may be in a large or small group and where appropriate and required additional support given.

The children have daily opportunity to use a variety of resources, which they access through free choice. These offer each child the chance to expand and explore their development in all areas of learning and development, both indoors and outside. For example, they have the opportunity to experiment and explore tactile activities such as water, sand, clay and other malleable materials, and imaginary play is facilitated through role play and set themes such as the ‘home corner’ or ‘vets’ surgery’.

We facilitate ‘free-flow’ between the indoors and outdoors throughout the day, allowing the children to make choices about their learning. The children are also taken on regular ‘welly walks’ within the local community, and older children are able to access trips further afield (e.g. to the beach) together with the school’s Foundation classes.

We recognise that the needs of our children are very different according to age. We therefore group the children for some activities during the day – Ladybirds (2-3 years), Caterpillars (3-4 years) and Butterflies (4+). This enables us to provide specific activities when appropriate, such as more structured phonics teaching for our older children. However, the children spend much of the day learning and playing together.

The toys and equipment in the setting provide opportunities for children, with adult help if required, to develop new skills and concepts in the course of their play and exploration. The equipment we provide is appropriate for the ages and stages of the children; offers challenges to develop social and personal skills, language and literacy, creativity, mathematics and understanding of the world, as well as developing physical skills; includes a range of materials and equipment, which can be used in a variety of ways and encourages an open-ended approach to all areas of the curriculum; will enable children, to develop individual potential and move towards required learning outcomes; conforms to all relevant safety regulations and is sound and well made.

The progress of each child’s learning and development is monitored through observations; targets to extend the children’s learning are set regularly. These are compiled using information from parents and the keyperson to ensure that all areas of development are supported and facilitated personally to the individual child. We keep scrapbooks, which include samples of your child’s work along with weekly observations written by their keyperson and other adults, and photographs showing your child learning and playing.

The Areas of Learning & Development - Prime Areas

Personal, Social and Emotional

The pre-school encourages independence, decision-making and self-confidence by building self-esteem and self-worth, promoting a positive disposition to learn and seek new experiences. The children learn to establish effective relationships, express their feelings and to respect others and their beliefs, developing their understanding of right and wrong. We give opportunity to explore diversity in their life experiences and the wider community.

Communication and Language

The pre-school encourages and supports children’s learning and competence in communicating, speaking and listening. We extend and support children’s communication through our high level of knowledge as required through our ICAN and BSL training and accreditation as we fully understand that the ability to communicate helps children participate more fully in society.

We respect and understand that children communicate in a variety of ways and that they learn best through activities and experiences that engage all senses. We use visual and verbal signs, including Makaton, to develop their speaking and listening skills.

Physical

Physical development helps the children to gain confidence and a sense of wellbeing through the positive benefits of being healthy. The pre-school provides a variety of indoor and outdoor equipment which encourages the children to improve their skills in co-ordination, control, manipulation and movement. Motivating the children to be active and healthy and interacting and socialising at lunch and snack times gives opportunity for them to find out about their bodies and promote good health. By offering challenging activities whilst encouraging manageable risks, and providing additional adult help as necessary, we give children the confidence to strive in all areas of development.

The Areas of Learning & Development - Specific Areas

Mathematics

Through an enabling environment we encourage the children to develop an understanding of numbers, counting, shapes, space and measures. Through a variety of activities, opportunities and practical experiences, they develop their mathematical language, understanding and reasoning, thereby giving the children confidence to explore real life problems.

Knowledge of the World

Provision is made for the children to share their knowledge of the world and events that are meaningful to them. By supporting this, and introducing new ideas and concepts, we can further their knowledge and help them make sense of the world. We encourage a positive and caring attitude which helps children to value and respect others, with a growing appreciation of respect and diversity. A variety of tools, material and technology is available at all times, and risk-appropriate activities give the opportunity to experiment and use these safely.

Literacy

Provision is made for the children to develop their literacy skills, linking sounds and letters. Children are encouraged to handle books and appreciate their meaning in addition to listening to stories and rhymes. Children hear stories read aloud on a daily basis and we strive to develop a love of books. Through opportunities to experiment in mark-making in a variety of mediums, they will develop their drawing and writing skills. We encourage mark-making and ultimately support children to recognise and write their name; this will prepare them for the next steps within the Foundation Class.

Expressive Arts & Design

Through opportunities given, the children are able to explore their thoughts and feelings. Their originality and ideas are always respected. Every child is encouraged to participate and sufficient time is given for children to explore and develop their ideas, ensuring all creations and achievements are valued. Encouraging a child’s natural curiosity enables them to respond to what they hear, see and experience through their senses and different ways of thinking.

Play creates opportunities for children to express their ideas in a variety of ways such as role play, music, art, dance and sensory play.

SEN (Special Educational Needs)

We are committed to the inclusion of all children including those who have Special Educational Needs. We believe that these children should have the same opportunities to thrive and develop as other children and will, wherever feasible, provide the expertise and resources to support this.

The pre-school has a designated SENCo who will liaise with parents and appropriate professionals regarding their child’s needs in order to ensure continued progress. The SENCo operates under the guidance and leadership of the school SENCo and the pre-school follows and adheres to the school’s SEN Policy. Appropriate links are made with alternative settings where appropriate.

Observation and Assessment

Continuous monitoring and recording of the children’s development will provide further appropriate activities to develop the whole child:

  1. Children will be allocated a key person.
  2. Children are observed during sessions.
  3. Observations made are recorded appropriately and confidentiality maintained. These are used to ensure that provision responds accurately to children’s needs and enables them to make continual steps forwards in their learning and progress.
  4. A regular review of children’s progress is undertaken at staff meetings and areas of learning may be highlighted.
  5. If a specific need in any area of learning or development is identified, immediate action will be undertaken. There is parental involvement with this at all stages.

Transition into School from the Preschool

 The pre-school feeds into all schools in Ivybridge. However, Manor Primary School is our main feeder school and we have particularly close liaison with them.

 We operate transition sessions when we visit the school at playtimes, for story-time with the foundation class teachers, and for lunch in the school hall with ‘tasters’ of school dinners available.

 We have a Transition Document, which is written by the child’s keyworker when they are due to go to Primary School. This is the property of the parent although if they are agreeable a copy is given to the School.

 We have a transition parents evening to discuss any concerns and the Transition Document.

Manor Pre-School Policy

Safeguarding

Purpose and Aims

The purpose of our safeguarding policies is to provide a secure framework for the workforce in safeguarding and promoting the welfare of those children/young people who attend our setting.

A named Designated Safeguarding Officer, a Deputy Safeguarding Officer and a Safeguarding Governor are in place and their names are displayed in the entrance to the pre-school. The pre-school operates under the leadership and governance of Manor Primary School and adheres to all its Safeguarding Policies and Procedures. These include:

  • Anti-Bullying
  • Behaviour
  • Child Protection
  • Children in Care
  • Code of Conduct for Staff
  • Confidentiality
  • Equality
  • E-Safety
  • Health & Safety
  • Intimate Care
  • Medical Conditions
  • Nappy Changing
  • Positive Handling
  • Safe Recruitment
  • Safeguarding
  • Staff Disciplinary
  • Whistleblowing

Relevant Legislation

Children Act 1989, 2004

Education Act 1996, 2002 (Section 175)

School Standards and Framework act 1998

Keeping Children Safe in Education 2015

Every Child Matters 2003

Statutory Framework for the Early Years Foundation Stage 2014

Working Together to Safeguard Children 2015

The Counter Terrorism and Security Act 2015

Keeping Children Safe in Education 2015

Manuals kept in setting:

What to do if you’re worried a child is being abused 2015

Working Together to Safeguard Children 2015

Current Safeguarding Issues

The following Safeguarding issues are all considered to be child protection issues and should be referred immediately to the most relevant agency. The issues featured below are linked to guidance and local procedures which can be found on the South West Child Protection Procedures at

Some members of our communities hold beliefs that may be common within particular cultures but which are against the law of England. We do not condone practices that are illegal and which are harmful to children. If any of the following areas of concern is brought to our attention we will report those concerns to the appropriate agency in order to prevent this form of abuse taking place. Examples of particular practices are:

  • Child Exploitation and E-Safety

Children and young people can be exploited and suffer bullying through their use of modern technology such as the internet, mobile phones and social networking sites. In order to minimize the risks to our children we will ensure that we have in place appropriate measures such as security filtering, and an acceptable use policy linked to our E-Safety policy. We will ensure that staff are aware of how not to compromise their position of trust in or outside of the setting and are aware of the dangers associated with social networking sites. Our E-safety policy states that mobile phone, camera or electronic communications in the presence of or with a child at our setting is not acceptable other than for approved setting business.

  • Forced Marriage

In England, a young person cannot legally marry until they are 16 years old (without the consent of their parents or carers) nor have sexual relationships. We do not support the idea of forcing someone to marry without their consent.

  • Genital mutilation/female circumcision

This is against the law. It is also illegal for someone to arrange for a child to go abroad with the intention of having this performed on them.

  • Ritualistic Abuse

Some faiths believe that spirits and demons can possess people (including children). What should never be considered is the use of any physical or psychological violence to get rid of the possessing spirit. This is abusive and will result in the criminal conviction of those using this form of abuse even if the intention is to help the child.