Parent, carers, families and visitors information
We feel it is important that our parents/carers are kept well-informed with regards to all aspects of nursery life, that they have their chance to have their say and be involved with changes to the environment or current practices.
Effective partnership working with parents, carers and/or families is extremely important to us here as establishing positive relationships will only endeavour to support the children to meet their learning and development outcomes positively.
If you can't find the information that you're looking for please email email@example.com
Our policies and procedures will provide you with further information on nursery life and there is also a selection of past and present newsletters.
Parents are children's first and most enduring educators. When parents and practitioners work together in the early years the results have a positive impact on children's learning and development EYFS (2008)
Parents and carers forum
The parents and carers forum is an opportunity for parents/carers and staff to come together to discuss Nursery, for parents to have input into what we do well and where we could improve. We can also discuss within the forum changes that we would like to implement and how these will affect you. It is also a good opportunity for parents to make links with each other. These meetings take place at the Nursery at 4.30pm approximately three times a year.
If you would like to attend and have problems with childcare please speak to Sarah or Amanda. If you would like to be part of the Forum please let a member of the management team know.
Parents and carers forum minutes - June 2017
Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years. It is a statutory framework that all Ofsted-registered early years providers, child-minders, preschools and maintained schools must meet.
The framework supports an integral approach to early learning and care and it gives professional a set of common principles and commitments to deliver quality early education and childcare experiences to all children.
The EYFS aims to provide:
- Quality and consistency in all early years settings
- A secure foundation for all children for good progress through school and life
- Partnerships between different practitioners
- Partnerships between parents or carers and practitioners
- Equality of opportunity for all children
A revised EYFS in September 2012 reduces burdens, including unnecessary regulation and paperwork, so professionals have more time to concentrate on supporting children. An updated EYFS came into effect on 1 September 2014. The changes included amendments to the safeguarding and welfare requirements.
There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5. These are not tests for the child. The assessments are based on EYFS practitioners’ observations. These observations are recorded throughout their time at nursery and added to their individual EYFS profile.
Information from these assessments are used for parents, practitioners and teachers to support children’s learning and development. Early years learning concentrates on seven areas split between prime and specific areas of learning.
The prime areas of learning are:
- Communication and Language (CL)
- Physical Development (PD)
- Personal, Social and Emotional Development (PSE)
The four specific areas are:
- Literacy (L)
- Mathematics (M)
- Understanding of the world (UW)
- Expressive art and design (EAD)
Teaching is often done through play, where the child learns about subjects and other people through games.
EYFS progress check at 2 years old
The progress check is a statutory requirement of the EYFS and has been introduced to enable earlier identification of development needs so that any additional support can be put into place as early as possible.
The EYFS Framework does not require the progress check to be completed in a prescribed or standard format.
It only specifies that information about a child’s development should be provided to parents in the prime areas of learning and development of the EYFS: personal, social and emotional development; physical development; and communication and language.
This ‘know how guide’ (pdf) provides you with information to support you in carrying out the progress check and gives examples of how practitioners provide information to parents.
Its aim is to stimulate ideas for how practitioners might approach the progress check.
At the end of the academic year when a child turns 5, the practitioner records each child’s development by watching the child through play. The completed assessment is known as the ‘early years foundation stage profile’. This is used to support the child’s transition from early educational setting to school and help the year 1 teacher plan the appropriate lessons.
My Learning Picture Summary Sheet: Birth to 3
All our meals are freshly prepared at the Richmond Campus by BaxterStorey. Our menus are seasonal and we ensure children are provided with at least five portions of fruit and vegetables every day.
In 2014 we were once again awarded with a Five Star Environmental Health Rating for cleanliness and food hygiene. We achieved the highest score possible. In 2014 we achieved the Bradford District NHS First Steps to Healthy Teeth Gold Award due to our healthy practices and nutritious meals. We can cater for most dietary needs including vegetarians and children with allergies. We will endeavour to accommodate specific requirements so please contact us with any specific needs your child may have.
Water is available to the children at all times throughout the day.
- Served between 8.00am - 9.00am as the children arrive
Some examples of what the children may be offered include:
- Cornflakes, porridge, Shredded Wheat, Weetabix, Rice Crispies, croissants, fresh fruit, toast, crumpets, and pancakes
- Water and milk
- Served at 10.00am
- Served at 12.00pm
- Served between 3.00pm - 3.45pm
This is a light meal and should not replace an evening tea. Children may be offered food including:
- Crackers, vegetable sticks, poppadoms, dips, cheese, wraps/bread/pancakes, fresh fruit, fruit loaf, salad
- Fresh juice, water, milk
Good planning is essential for successful outings and careful consideration is given to venues to make sure they are appropriate for the age and development of the children.
To ensure the location is suitable a risk assessment will be undertaken by a member of staff before the date of the outing. The room leader present on the trip will ensure that the children’s emergency contact details are carried, that they are equipped with First Aid kits and they will hold the nursery’s mobile phone.
The nursery manager will remain in nursery to take messages, relay information and offer advice should it be needed. If a parent/carer needs to forward any information on to the staff members on the trip they should do this via the nursery manager.
All staff will have a timetable for the day and procedures to follow should they become separated. Each child will be allocated to an adult and they will be under their care all day.
We regularly take the children on outings around the local area. It might be a trip into town, to the park, the library, or even just a stroll around the block. These types of outings are not always planned for and are sometimes a spur of the moment decision made possible by adult: child ratios, the nice weather etc.
These outings will not require former approval. A named first aider(s) will be present on all outings.