Registered charity no. 1132208 Registered charity no. 270060.
OFSTED Registration No. 101782 Registered Charity No. 1084981
Transcript of OFSTED Registration No. 101782 Registered Charity No. 1084981
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OFSTED Registration No. 101782
Registered Charity No. 1084981
Eastington Community Centre
Snakey Lane
Eastington
Stonehouse
Glos
GL10 3AQ
Prospectus September 2012
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OFSTED Registration No. 101782
Registered Charity No. 1084981
Starting Playgroup
Information for parents
You have requested that a prospectus be sent to you, if you are interested in sending
your child to Eastington Playgroup, please complete and return the following to
Eastington Playgroup, Owen Harris Memorial Ground, Snakey Lane, Eastington,
GL10 3AQ
1. Registration form & £10 cheque to cover administration fees (subject to the terms and
conditions of Gloucestershire County Council Nursery voucher scheme)
2. Confidentiality statement, p.24
3. Non payment of fees policy p.25.
4. Home to pre-school profile p.30-31.
5. Policy extract – sharing information, p23
6. Registration form, p.21,22
7. Settling in policy p.26,27
8. Questionnaire p.32.
9. Uniform order form. p34
Upon receipt I will contact you confirming start date and sessions that your child will be
able to attend.
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Introduction
This booklet is designed to answer many of the queries you may have about your child’s
entry to playgroup.
We hope to make the transition from home to playgroup as smooth as possible to both
parents and child.
Should you have any further queries/concerns then please do not hesitate to contact any
member of staff or member of the committee.
Playgroup is open on the following days – this does vary sometime due to parental demand
Monday am/Monday pm/Tuesday am/Tuesday pm
Wednesday am/Wednesday pm/Thursday am/Thursday pm
Playgroup contact number is 07977342742 during playgroup hours please use this number
if you need to speak to a member of staff regarding your child.
Where we are
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Operational Plan & Early
Years Prospectus
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Eastington Playgroup Owen Harris Memorial Ground
Snakey Lane
Eastington
GL10 3AQ
TEL: 07977 342 742 Eastington Playgroup
We are a community playgroup, opened in the 1970s. We are based in the Owen Harris memorial
Ground building in the village of Eastington, Gloucestershire. We are organised by a committee of
volunteer parents who are elected each year. We are a member of PATA (Playgroup and Toddler
Association).
Eastington playgroup is a non-profit making educational charity.
We are registered and inspected by OFSTED (office for Standards in Education), registration
number 101782.
We are a registered for children from 2 years and six months until five years old. We are able to
take up to 30 children per session.
We offer full or part time day care for children from Eastington and all surrounding villages.
Our setting aims to:
provide high quality care and education for children below statutory school age;
work in partnership with parents to help children to learn and develop;
add to the life and well-being of the local community; and
offer children and their parents a service that promotes equality and values diversity.
Parents
Parents are regarded as members of our setting who have full participatory rights. These include a
right to be:
valued and respected;
kept informed;
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consulted;
involved; and
included at all levels.
*As a community based, voluntary managed setting, we also depend on the good will of parents and
their involvement to keep going. Membership of the setting carries expectations on parents for
their support and commitment.
We aim to ensure that each child:
is in a safe and stimulating environment;
is given generous care and attention, because of our ratio of qualified staff to children, as well
as volunteer parent helpers;
has the chance to join with other children and adults to live, play, work and learn together;
is helped to take forward her/his learning and development by being helped to build on what
she/he already knows and can do;
has a personal key person who makes sure each child makes satisfying progress;
is in a setting that sees parents as partners in helping each child to learn and develop; and
is in a setting in which parents help to shape the service it offers.
Children's development and learning
The provision for children's development and learning is guided by The Early Years Foundation
Stage (DCFS 2007) which was revised in September 2012. This brings together Birth to Three
Matters and the Curriculum Guidance for the Foundation Stage. The aim of the EYFS is to ensure
that children learn and develop well and are kept healthy and safe. It promotes teaching and
learning to ensure children are provided with the knowledge and skills that provide the right
foundation for good progress through school and life.
The EYFS principles are grouped into four themes and commitments:
1. A unique child
2. Positive relationships
3. Enabling environments
4. Learning and development
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Our provision reflects the four key themes and 16 commitments of the Early Years Foundation
Stage.
A Unique Child
Child Development: Skilful communicator, competent learner.
Inclusive Practice: Equality and diversity, children’s entitlements, early support.
Keeping Safe: Being safe and protected, discovering boundaries, making choices.
Health and Well-being: Growth and developing, physical and emotional wellbeing.
Positive Relationships
Respecting Each Other: Understanding feelings, friendship, professional relationships.
Parents as Partners: Respecting diversity, communication, learning together.
Supporting Learning: Positive interactions, listening to children, effective teaching.
Key Person: Secure attachment, shared care, independence.
Enabling Environments
Observation, Assessment and Planning: Starting with the child, planning, assessment.
Supporting Every Child: Children’s needs, the learning journey, working together.
The Learning Environment: The emotional environment, the outdoor environment, the
indoor environment.
The Wider Context: Transitions and continuity, multi-agency working, the community.
Learning and Development
Play and Exploration: Learning through experience, adult involvement, contexts for
learning.
Active Learning: Mental and physical involvement, decision making, personalised learning.
Creativity and Physical Thinking: Making connections, transforming and understanding,
sustained shared thinking.
Areas of Development and Learning.
How we provide for development and learning
Children start to learn about the world around them from the moment they are born. The care and
education offered by Eastington Playgroup helps children to continue to do this by providing all of
the children with interesting activities that are appropriate for their age and stage of
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development. The Early Years Foundation Stage recognises that there are three different styles
of learning and throughout our planning and activities we aim to accommodate each one.
These are known as the Characteristics of Effective Learning –
Playing and exploring - finding out and exploring, playing with what they know, being will to
‘have a go’.
Active learning – being involved and concentrating, keep trying, enjoying achieving what they
set out to do.
Creating and thinking critically - having their own ideas, making links, choosing ways to do
things.
The Areas of Development and Learning comprise:
3 PRIME AREAS
personal, social and emotional development;
physical development
communication and language
4 SPECIFIC AREAS
mathematics;
Literacy development
understanding the world;
expressive arts and design.
For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is
expected that children will know and be able to do by the end of the reception year of their
education.
The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child
makes along their learning journey towards the early learning goals. Our setting has regard to
these matters when we assess children and plan for their learning.
Personal, social and emotional development
Our programme supports children to develop:
positive approaches to learning and finding out about the world around them;
confidence in themselves and their ability to do things, and valuing their own achievements;
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their ability to get on, work and make friendships with other people, both children and adults;
their awareness of, and being able to keep to, the rules which we all need to help us to look
after ourselves, other people and our environment;
their ability to dress and undress themselves, and look after their personal hygiene needs; and
their ability to expect to have their ways of doing things respected and to respect other
people's ways of doing things.
Physical development
Our programme supports children to develop:
increasing control over the large movements that they can make with their arms, legs and
bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift;
increasing control over the small movements they can make with their arms, wrists and hands,
so that they can pick up and use objects, tools and materials; and
their understanding about the importance of, and how to look after, their bodies.
Communication and language
Our programme supports children to develop:
conversational skills with one other person, in small groups and in large groups to talk with and
listen to others;
their vocabulary by learning the meaning of - and being able to use - new words;
their ability to use words to describe their experiences;
their ability to listen to, and talk about, stories;
Literacy
knowledge of the purposes for which we use writing; and
making their own attempts at writing.
their knowledge of the sounds and letters that make up the words we use;
knowledge of how to handle books and that they can be a source of stories and information;
Mathematics
Our programme supports children to develop:
understanding and ideas about how many, how much, how far and how big;
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understanding and ideas about patterns, the shape of objects and parts of objects, and the
amount of space taken up by objects;
understanding that numbers help us to answer questions about how many, how much, how far
and how big;
understanding and ideas about how to use counting to find out how many; and
early ideas about the result of adding more or taking away from the amount we already have.
Understanding the world
Our programme supports children to develop:
knowledge about the natural world and how it works;
knowledge about the made world and how it works;
their learning about how to choose, and use, the right tool for a task;
their learning about computers, how to use them and what they can help us to do;
their skills on how to put together ideas about past and present and the links between them;
their learning about their locality and its special features; and
their learning about their own and other cultures.
Expressive Arts and Design
Our programme supports children to develop:
the use of paint, materials, music, dance, words, stories and role-play to express their ideas
and feelings; and
their interest in the way that paint, materials, music, dance, words, stories and role-play can be
used to express ideas and feelings.
Our approach to learning and development and assessment
Learning through play
Play helps young children to learn and develop through doing and talking, which research has shown
to be the means by which young children learn to think. Our setting uses the practice guidance
Early Years Foundation Stage to plan and provide a range of play activities which help children to
make progress in each of the areas of learning and development. In some of these activities
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children decide how they will use the activity and, in others, an adult takes the lead in helping the
children to take part in the activity. In all activities information from the practice guidance to the
Early Years Foundation Stage has been used to decide what equipment to provide and how to
provide it.
Assessment
We assess how young children are learning and developing by observing them frequently. We use
information that we gain from observations, as well as from photographs to document their
progress and where this may be leading them. We believe that parents know their children best
and we ask them to contribute to assessment by sharing information about what their children like
to do at home and how they as parents are supporting development.
We make periodic assessment summaries of children’s achievement based on our ongoing
development records. These form part of children’s records of achievement. We undertake these
assessment summaries at regular intervals as well as times of transition, such as when a child
moves into a different group or when they go on to school.
Records of achievement
The setting keeps a record of achievement for each child, learning journey. Staff and parents
working together on their children's records of achievement is one of the ways in which the key
person and parents work in partnership. Your child's record of achievement helps us to celebrate
together her/his achievements and to work together to provide what your child needs for her/his
well-being and to make progress.
Your child's key person will work with you to keep this record. To do this you and she/he will
collect information about your child's needs, activities, interests and achievements. This
information will enable the key person to identify your child's stage of progress. You and the key
person will then decide on how to help your child to move on to the next stage.
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Working together for your children
In our setting we maintain the ratio of adults to children in the setting that is set through the
Welfare Requirements. We also have volunteer parent helpers where possible to complement these
ratios. This helps us to:
give time and attention to each child;
talk with the children about their interests and activities;
help children to experience and benefit from the activities we provide; and
allow the children to explore and be adventurous in safety.
The staff who work at our setting are:
Name Job Title Qualifications and Experience
Mandy Owen Playleader NVQ 3
First Aid
Designated Child protection
Officer
Becky Mulla Deputy Play-Leader Diploma in Childcare and
Education –Level 3
First Aid
Donna Dalby Play assistant NVQ 3
First Aid
We are open for 38 weeks each year.
We are open for four days each week
The times we are open are Monday, Tuesday, Wednesday,
Thursday 9am – 3pm
We provide care and education for young children between the ages of 2years 6 mths
and 4years 11 mths years
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How parents take part in the setting
Our setting recognises parents as the first and most important educators of their children. All of
the staff see themselves as partners with parents in providing care and education for their child.
There are many ways in which parents take part in making the setting a welcoming and stimulating
place for children and parents, such as:
exchanging knowledge about their children's needs, activities, interests and progress with the
staff;
helping at sessions of the setting;
sharing their own special interests with the children;
helping to provide, make and look after the equipment and materials used in the children's play
activities;
being part of the management of the setting (committee)
taking part in events and informal discussions about the activities and curriculum provided by
the setting;
joining in community activities in which the setting takes part; and
building friendships with other parents in the setting.
The parents' rota
The setting has a dated rota which parents can sign if they would like to help at a particular
session or sessions of the setting. Helping at the session enables parents to see what the day-to-
day life of the setting is like and to join in helping the children to get the best out of their
activities.
Joining in
Joining the rota is not the only means of taking part in the life of the setting. Parents can offer to
take part in a session by sharing their own interests and skills with the children.
We welcome parents to drop into the setting to see it at work or to speak with the staff.
Key persons and your child
Our setting uses a 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
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works with you to make sure that what 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 opportunities for adults
As well as gaining qualifications in early years care and education, the setting staff take part in
further training to help them to keep up-to-date with thinking about early years care and
education.
The setting also keeps itself up-to-date with best practice in early years care and education, as a
member of the Pre-school Learning Alliance, and PATA.
The setting's timetable and routines
Our setting believes that care and education are equally important in the experience which we
offer children. The routines and activities that make up the day in the setting are provided in ways
that:
help each child to feel that she/he is a valued member of the setting;
ensure the safety of each child;
help children to gain from the social experience of being part of a group; and
provide children with opportunities to learn and help them to value learning.
The session*
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 gain 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 playroom.
OR
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The day*
The setting organises the day so that children can take part in a variety of child-chosen and adult-
led activities. These take account of children's changing energy levels throughout the day. The
setting caters for children's individual needs for rest and quiet activities during the day. Outdoor
activities contribute to children's health, their physical development and their knowledge of the
world around them.
Snacks
The setting makes snacks and meals a social time at which children and adults eat together. We
plan the menus for snacks so that they provide the children with healthy and nutritious food. Do
tell us about your child's dietary needs and we will make sure that these are met.
Policies
Copies of the setting's policies and procedures are available for you to see at the setting and also
on our website www.eastingtonplaygroup.wordpress.com
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
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 settings 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 of any problems that may
emerge and can offer support, including referral to appropriate agencies when necessary, to help
families in difficulty.
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Special needs
As part of the setting's policy to make sure that its provision meets the needs of each individual
child, we take account of any special needs a child may have. The setting works to the
requirements of the 1993 Education Act and The Special Educational Needs Code of Practice
(2001).
Our Special Educational Needs Co-ordinator is Becky Mulla
The management of our setting
A parent management committee - whose members are elected by the parents of the children who
attend the setting - manages the setting. The elections take place at our Annual General Meeting.
The committee is responsible for:
managing the setting's finances;
employing and managing the staff;
making sure that the setting has, and works to, policies that help it to provide a high quality
service; and
making sure that the setting works in partnership with the children's parents.
The Annual General Meeting is open to the parents of all of the children who attend the setting. It
is our shared forum for looking back over the previous year's activities and shaping the coming
year's plan
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Fees
The fees are £3.80 per hour payable halftermly 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, talk to the Play-Leader.
For your child to keep her/his place at the setting, you must pay the fees. We are in receipt of
nursery education funding for three and four year olds; where funding is not received, then fees
apply.
Starting at our setting
The first days
We want your child to feel happy and safe with us. To make sure that this is the case, the staff
will work with you to decide on how to help your child to settle into the setting. The setting has a
policy about helping children to settle into the setting: a copy is enclosed in this prospectus or is
available from [Mandy Owen – Play-Leader].
Clothing
We provide protective clothing for the children when they play with messy 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.
We hope that you and your child enjoy being members of our setting and that you both find taking
part in our activities interesting and stimulating. The staff are always ready and willing to talk with
you about your ideas, views or questions.
Getting messy is fun!
What do you think of messy play? A valuable learning experience or just a mess?!
Why messy play
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As children grow and develop, they need to be given the opportunity to explore and play in
a safe way that allows them to satisfy their natural curiosity about the world around them.
They can respond and express their ideas in many different ways.
Children nee to feel secure enough to have a go. Not all children will enjoy all messy
activities, but, by giving them the opportunity, time and gentle reassurance that they need
they will being to develop the self-confidence to try.
Messy play with a caring adult there for support and guidance enables children to explore
new materials and then express their thoughts and feeling. It encourages the use of
descriptive language.
Messy play is about enjoying the experience, not worrying about the end product. The
skills, confidence and connections that children make through these activities will help
their development in other areas.
Having fun getting messy doesn’t have to mean making a big mess – cleaning up afterwards
can be part of the fun.
Messy play enables adults to support and encourage discovery. Nobody is judging them
there is no right or wrong way, it is an opportunity to explore new sensations, experiences
and have fun.
Messy play links to the Early Years Foundation Stage Curriculum, supporting play and
exploration, active learning, creativity and critical thinking.
For more information on learning with the EYFS speak to your child’s key-worker.
Some ideas for messy play:
Shaving foam
Jelly
Cornflour/gloop
Painting with hands/feet
Cooked spaghetti
Soap flakes
Printing
Water
Sand
Chalks
Sticking and gluing
Paper tearing
Paper/pva glue
Porridge oats or rice
Have a go!
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Rice/oats
In a shallow bowl/tray spread the rice/oats with spoons and different sized pots/funnels.
Encourage lots of language i.e. full, empty, scoop, pour, sprinkle, shake, big, small, heavy,
and light. Invite children to see how many spoonfuls they need to fill a pot or can they tip
the rice/oats form biggest pot to smallest pot. Why not pre-colour the rice/oats with
food colouring – this activity gives the opportunity to develop their motor skills, colour
recognition and introduce the idea of capacity and volume through play.
Cooked spaghetti
Pre-cook spaghetti and allow to cool, add a few drops of vegetable oil to prevent sticking,
can add some food colouring during cooking. Invite children to explore the feeling and
texture of the spaghetti on a shallow tray. Look at the length of the spaghetti. Give
children safety scissors let them try cutting the pasta into smaller pieces.
Gloop
Mix corn flour and water together, let children touch and feel this magic mixture, it melts
when touched. Invite children to make marks in mixture with fingers, sticks (pre-writing
skills)
Have fun
Help your child to learn
At home It’s great for your child’s learning and development if you can:
Spend lots of time talking with your child
Read plenty of books together
Let your child see you reading as well
Sing songs and tell nursery rhymes
Do a range of different activities, both indoors and out: cooking, digging, walking,
sports, going on trips and so on
Play games together
Use positive praise to encourage good behaviour
Help your child learn independent skills, such as getting dressed and using the toilet
Let us know when your child takes a leap in his or her learning, or does something
new
Ask us for help and support whenever you need it
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At our setting You can help us do the very best for your child by:
When you arrive, helping your child to register with his or her name
Guiding your child to choose a reading book to take home and share
Sending your child to sessions in appropriate clothing
Sending in a space set of clothes if your child is toilet training
Bringing in wellies and a coat on wet days or cold days
Doing you best to get your child to sessions on time
Letting us know if your child will be absent from a session
Becoming a regular parent helper in sessions
Sharing a talent you have with our children – playing the guitar, teaching some
phrases in a different language, planting seeds – whatever you do best
Getting involved in our fund raising activities
Coming along to fairs and other events that we hold during the year
Joining our committee and helping us run the setting
The documents on the following pages are required to register your
child with us.
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www.eastingtonplaygroup.wordpress.com
Name of child __________________________________________ Date of birth ________________
Known as _________________________________________ Gender - MALE/FEMALE
Name and address of parent(s) whom the child lives with
_________________________________________________________________________________
_
_________________________________________________________________________________
_
Home telephone number __________________________Email address _______________________
Mobile telephone number Parent 1 __________________________ Parent 2 _____________________
Name and address of parent with whom the child does not live (if applicable)
_________________________________________________________________________________
Which parent/s have parental responsibility
_____________________________________________________
Which parent/s have legal access to the child?
____________________________________________________
Parent 1 Work/daytime contact number _________________________________________________
Occupation/place of work ____________________________________________________________
Parent 2 – Work/daytime contact number ________________________________________________
Occupation/place of work ____________________________________________________________
Persons authorised to collect the child (must be over 16 years of age)
Name ____________________________________- Relationship to child _____________________
Telephone number ___________________________________
Password for authorisation to collect your child _______________________________________
Personal details of child
Any health problems/allergies _________________________________________________
(Please speak to your child’s allocated key worker for medical administration forms if required)
Special dietary requirements ________________________________________________________
Ethnic origin and religion ___________________________________________________________
Does your child have any special needs or disabilities Yes/No
Details
____________________________________________________________________________
Name, address and telephone of health visitor ____________________________________________
________________________________________________________________________________
Name, address and telephone of doctor _________________________________________________
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Do we have your consent that if required, your child will be taken by staff to the nearest Accident and
Emergency unit to be examined, treated or admitted as necessary, on the understanding that I/we have
been informed and are on our way to the hospital. Yes/No
Do we have your consent to give calpol to your child in an emergency Yes/No
Have we your consent for outings/walks etc. outside the playgroup: Yes/No
Have we consent to apply sun cream : Yes/No
Have we your consent to take photos of your child and display them within the
setting/website/publicity/other children’s learning journeys: Yes/No
Do we have your consent to take your child’s learning journey home to update and plan for your their
interests? YES/NO
Do you give consent for your child to use the internet for topic related programmes that are supervised by
staff at all times? Yes/No
Do you give your consent for the staff of Eastington Playgroup to physically restrain your child to prevent
them from harming themselves or other children. Staff will only do this when necessary and will inform you
on the day when this happens – this consent is part of the new Early Years Foundation Stage Framework and
in accordance with our updated behaviour policy. Yes/No
I also give Eastington Playgroup permission to liaise with other setting of my child in respect of their
development within the Early Years Foundation Stage in respect of their development within the Early Years
Foundation Stage. Yes/No
Are you able to help i.e. do a ‘duty’ Yes/No
________________________________________________________________________________
Which days do you want your child to attend-
Monday am/lunch/Monday pm
Tuesday am/lunch/Tuesday pm
Wednesday am/lunch/Wednesday
Thursday am/lunch/Thursday pm
ALL SESSIONS ARE OPEN SUBJECT TO DEMAND AND WILL BE REVIEWED ON A TERMLY BASIS.
I understand that if my fees are not settled within the term, that they are due, that my child will be
excluded from Playgroup if no pre-arrangement has been made.
I have viewed the playgroup policies in particular the sharing information and fees policy and agree to
abide by them.
Signed by Parent 1______________________________________________Dated _____________
Signed by Parent 2_____________________________________________ Dated _____________
In order to cover the costs of administration fees – we request you forward a cheque payable to Eastington
Playgroup for £10 in order to secure a place for your child
Subject to the terms and conditions of Gloucestershire County Council Nursery Voucher scheme.
Please provide a copy of your child’s birth certificate as evidence for claiming nursery vouchers.
We reserve the right to refuse any child or any person at any time. Any queries please speak to a member
of staff 07977 342 742.
Please return form to Eastington Playgroup, Eastington Community Centre, Owen Harris Memorial Ground,
Snakey Lane, Eastington, Stonehouse, Glos GL10 3A
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Safeguarding children (Extract from full policy)
1.5 Information sharing
“Practitioners need to understand their organisation’s position and commitment to information sharing. They need to have confidence in the continued support of their organisation where they have used their professional judgement and shared information professionally.”
Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)
Policy statement
We recognise that parents have a right to know that information they share will be regarded as
confidential as well as be informed about the circumstances, and reasons, when we are obliged to share
information.
We are obliged to share confidential information without authorisation from the person who provided it or
to whom it relates if it is in the public interest. That is when:
it is to prevent a crime from being committed or intervene where one may have been, or to prevent
harm to a child or adult; or
not sharing it could be worse than the outcome of having shared it.
The decision should never be made as an individual, but with the back-up of management committee
officers. The three critical criteria are:
Where there is evidence that the child is suffering, or is at risk of suffering, significant harm.
Where there is reasonable cause to believe that a child may be suffering, or at risk of suffering,
significant harm.
To prevent significant harm arising to children and young people or serious harm to adults, including
the prevention, detection and prosecution of serious crime.
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Confidentiality Statement
What is Confidentiality?
Confidential information is information, which is spoken or written in confidence,
i.e. entrusted with a secret>
How will confidentiality affect me as a duty parent?
As a duty parent, from time to time, a child may chose to share some information
with you, or you may be on duty when an incident occurs, that is of confidential
matter. If this is the case, the play leader on duty is available to discuss any
issues/implications with you. You would be expected to not repeat this information
to anyone at a future date>
How will confidentiality affect me as a committee member?
As a committee member, (all parents become one when their child joins playgroup)
you may be informed of /aware of information regarding a child or parent, which is
not to be shared outside the committee meeting. There is also a possibility that as
part of a role you complete within the committee, information is share with you
that is not to be passed on to others. When agreeing to be a member of Eastington
Playgroup committee, you are accepting a role of responsibility, and one, which
expects a responsible manner from yourself in return.
I have read and understand the statements written above regarding
confidentiality. I agree to at all times, respect an individuals right to
confidentiality, in the same manner that I expect my right to confidentiality to
be respected. If at any time, an incident occurs, or I am uncertain regarding
my role/responsibility in a playgroup matter, I will discuss this with the play
leader or chairperson.
Signed: Date:
Name
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Policy and Procedure for the Payment and Collection of Fees – Eastington Playgroup
Policy Statement
This Policy details the fees charged and procedures for payment and collection
Procedures
Eastington playgroup runs for 38 weeks each year over three terms. As children usually join playgroup
before they are three years old, fees are usually payable for at least one full term.
Fees are payable on a half termly basis (about 6 weeks) and each school year consists of 3 terms. Parents
are notified of the required fees towards the end of the half term and are payable in advance before the
start of the forthcoming term. This invoice must be settled immediately and before the end of the invoicing
term. Failing this will mean that your child’s place will be withdrawn unless extenuating circumstances.
We review fees annually and we require 4 weeks notice of withdrawal from playgroup, in writing to the
Administration Officer. If notice is not given we reserve the right to charge fees for a maximum of 4
weeks. Fees are payable whether your child attends or not, through illness or holiday. If you find yourself in
financial difficulty please talk in confidence to our Administration officer. .
We are in receipt of the Early Years Free Entitlement funding for three and four year olds. Children become
eligible for Early Years Free Entitlement the term after their third birthday and this provides for up to 6
sessions a week of 2.5 hours each, for 38 weeks of the year. You will be required to complete a form each
term and funding can only be claimed for those sessions your child attends on a regular basis. You are
entitled to use your funding at any registered setting, should your child attend more than the 15 hours a
week you will be invoiced towards the end of the term with the shortfall.
As your early education provider we claim funding from the Local Authority on your behalf. We will provide
you with more information prior to your child becoming eligible.
We are also registered to accept Accor and Busy Bees (ComputerShare) and other types of employer
supported childcare vouchers – please contact the Playleader for more details.
Please note that if you are late collecting your child from Playgroup we reserve the right to charge an hourly
rate of £3.80 after 15 minutes and hourly thereafter.
Where funding is not received, then fees apply. The current level of fees per hour is £3.80
Any complaints regarding this policy should be dealt with via the current complaints procedure.
Signed on behalf of Eastington Playgroup ……………………………………..
I …………………… confirm that I have read the above policy and understand and accept its contents.
Signed ………………………………………….
Dated …………………………………………..
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12/7/2012
Settling in policy for Eastington playgroup
Statement of intent
We want children to feel safe, stimulated and happy in the setting and to feel secure and
comfortable with staff. We also want parents to have confidence in both their children’s
well being and their role as active partners with the setting.
Aim
We aim to make the setting a welcoming place where children settle quickly and easily
because consideration has been given to the individual needs and circumstance of children
and their families.
Methods
Before a child starts to attend our playgroup, we use a variety of ways to provide
his/her parents with information. These include written information, including our
prospectus and policies, displays about activities available within the setting,
information days and individual meetings with parents.
During the term before a child is enrolled, we provide opportunities for the child
and his/her parents to visit the setting.
We run a key person system so that each child has a nominated member of staff
who will take a particular interest in their time throughout playgroup. The key
person will play an important role in the settling in process.
We may offer a home visit by the person who will be the child’s key person, to
ensure all relevant information about the child can be made known.
Staff will recognise that it is a big step for a child to be left with others for
perhaps the first time and that it is often harder for the parent than the child and
will offer support to both.
We will allow parents to stay with their child for as long as they feel is necessary
for their child to be left at the playgroup with confidence from both parent and
child.
We use pre-start visits and the first session at which a child attends to explain and
complete with parents the child’s registration records
When a child starts to attend, we explain the process of settling in with parents and
jointly decide on the best way to help the child settle into the setting
We have an expectation that the parent/carer or close relative, will stay for most
of the session during the first week, gradually taking time away from their child,
increasing this as and when the child is able to cope.
Younger children will take longer to settle in, as will children who have not previously
spent time away from home. Children who have had a period of absence may also
need their parent to be on hand to re-settle them.
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We judge a child to be settled when they have formed a relationship with their key
person; for example the child looks for the key person when he/she arrives, goes to
them for comfort and seems pleased to be with them. The child is also familiar with
where things are and participate in activities, and pleased to see other children and
staff.
When parents leave, we ask them to say goodbye to their child and explain that they
will be coming back, and when.
We recognise that some children will settle more readily than others, but some
children who appear to settle rapidly are not ready to be left, so we expect that the
parent will honour the commitment to stay for at least the first week or be on call.
We do not believe that leaving a child to cry will help them to settle any quicker. We
believe that a child’s distress will prevent them settling, learning and gaining the
best from the setting.
We reserve the right not to accept a child into the setting with a parent/carer if
the child finds it distressing to be left. This is especially the case with young
children.
Regular feedback will be given to reassure new parents.
Signed on behalf of Eastington Playgroup staff and committee
Playleader:
Date:
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PARENTS GUIDE TO UNACCEPTABLE BEHAVIOUR IN PLAYGROUP
1. What is unacceptable behaviour?
Unacceptable behaviour at playgroup includes:
Hitting, kicking, biting, spitting, pinching, intimidation, (uncontrolled)
Shouting and any other actions which cause discomfort to others and/or breach
of safety.
2. At home
Praise and/or rewards should come from home when your child’s
Behaviour at playgroup has been good.
When dealing with unacceptable behaviour, talking calmly to your child to
Find out why they have not behaved while at playgroup, and in turn
Informing the staff will be useful so they can identify and anticipate
situations, which will upset your child.
3. Actions taken at playgroup/your help on duty`
As the Playleader and Deputy may be giving attention to another child or
Activity your help in correcting unacceptable behaviour is important.
Whilst you must not reprimand any other child, other than your own,
Distracting that child may be enough to stop the situation. If this is not
The case, please bring it to a member of staff’s attention.
Sometimes children show unacceptable behaviour to get attention. Give
your attention to the hurt child, ignoring the other. This gives the
message to the perpetrator that their action does not get attention.
When children are running around the room they should be stopped, made
Aware they might bump into tables, chairs, etc. and get hurt. Then they
Should be directed and encouraged to take part in an activity. Many
Children like to be given tasks and responsibility and like to do ‘favours’.
Children must be given clear boundaries. In cases of persistent
Unacceptable behaviour one more warning may be issued followed by an
Explanation of consequences and adhered to with conviction.
e.g. ‘If you throw one more toy, one more time, you won’t be able to play
with it anymore’.
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Sanctions or threats that aren’t carried through are not administered to
The children as these tactics don’t work.
Whilst on duty it may be your child showing unacceptable behaviour - this does
usually due to them not want to ‘share’ you with anyone else. They
Require a little extra attention from you. In these circumstances please
Do not feel guilty about not being able to help as much as you feel you
should. The staff realise your child will take time in getting used to
your ‘turn on duty’. If however, you feel you must reprimand your child
Please remove him/her from the room to do so.
Once an incident has been dealt with it should be given a low profile.
4. In conclusion
Always praise the children for any good behaviour e.g. playing well
Together, sharing, being kind and considerate. Any behaviour that you
Are not happy with bring to a member of staff’s attention. With parents
And staff working to the same goal, the children will be sure of
Boundaries set and their individualism, confidence and consideration
Of others will grow.
Eastington Playgroup’s policy on Unacceptable Behaviour taken
From the guidelines issued by Social Services states:
‘Physical punishment will not be used nor will any practice likely
To frighten or unnecessarily humiliate a child’
Please remember this when dealing with unacceptable behaviour
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I can do these things by myself:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
HOME TO PRE-SCHOOL
PROFILE
I might need help with:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
These are some of the things I like to eat and drink:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Getting to know:
…………………………………………………………………
I don’t like:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
I am very clever at:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Parents/Carer’s Signature:
………………………………………………
Finally, over the time your child spends at Playgroup we continually observe and
assess them – these observations are passed onto their School, when they leave
us. Should you NOT wish us to pass on our findings then please inform us. If you
are in agreement please could you sign the front of this booklet. (You are
welcome to see our observations at any time)
Date:
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My name is:
……………………………………………………………………………………………………………………
These are some of the things I like to do when I am at home:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
I am …………………………… years old.
I was born on: ………………………………………………………………………………………
I live at: ………………………………………………………………………………………………
……………………………………………………………………………………………………………………
My phone number is: ……………………………………………………………………………
My favourite toys are:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
These are some of the places I like to visit:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
These are some of the people I like to play with:
I live with: ………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
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Eastington Playgroup
Although you have already completed a home to playgroup profile, we would like some
further information from you regarding your child
Yes No Sometimes/Comments
Does your child enjoy mixing with other children? Does your child enjoy mixing with adults? Is your child used to being left? Does your child enjoy listening to stories? Does your child share toys? Does your child respond to familiar adults? Can your child make his/her needs known to
others?
Does your child respond to his/her own name? Does your child enjoy talking to other children? Does your child enjoy talking with familiar adults? Can your child take off/put on outdoor clothes
unaided?
Can your child manage his/her own personal
hygiene?
Is there anything else you would like to tell us about your child (e.g. particular
likes/dislikes?)
Are there any ways in which your child might need particular help/support from a
member of staff that you haven’t already included on the home to playgroup profile?
Th
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Only occasionally is it necessary to advise that a child stay away from the group, or to give
information to other parents. The table below gives some general guidelines from the
Gloucestershire Health Authority.
PROBLEM WHAT TO DO
Asthma Staff can administer medication, providing consent form has been
signed by parent
Chicken pox Child can attend again when feeling well. The child is infectious for up
to five days after the spots have developed.
Conjunctivitis This is highly infectious. Seek medical advice without delay. There is
no need to consider exclusion unless there are two or more children’s
cases that might be linked.
Colds/coughs Child can attend providing they seem well enough
Diarrhoea/sickness The child should stay away until better for 48 hours, even if the child
appears well.
German measles
(Rubella)
Child can attend again when feeling well.
Glandular fever Child can attend again when feeling well.
Hand, foot and mouth
disease
Child can attend again when feeling well.
Head lice Children need not be excluded, but should be treated & brought to
Playgroup’s attention
Hepatitis/infectious
jaundice
See advice from your doctor
HIV/AIDS No problem as far as other attendees or staff are concerned, it is not
infectious
Impetigo The Gloucestershire LEA policy for schools is that children should be
kept away from school for one week after treatment has commenced.
Playgroup adopts a similar policy
Measles Children are infectious as long as the rash persists (about four days).
Once the child is well, exclusion is not necessary.
Meningitis See medical advice immediately
Mumps Children are infectious from a week before and until 9 days after the
swelling of the parotid glands (in the cheeks) starts.
Ring worm Seek medical advice as soon as possible. Exclusion is not necessary
once the appropriate treatment is started
Scabies This is an infestation, often between the fingers or elbow joints, often
with blistering. The child may scratch violently. Child need not be
excluded once the condition has been treated
Threadworm The child may be seen to scratch around the bottom. Usually the
itching is worst at night. Child can attend Playgroup, but please bring
to staffs’ attention.
Whooping cough Exclusion is necessary only until 5 days from the start of antibiotic
treatment. Children may continue to whoop for a long time after they
cease to be infectious.
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EASTINGTON PLAYGROUP UNIFORM ORDER
NAME OF CHILD ________________________________
Sweatshirt
Age 1-
2 years
£10
Age 3 - 4
years
£10
Age 5 years
£10
TOTAL
£
Polo shirt
Age 1 –
2 years
£8.50
Age 3 - 4
years
£8.50
Age 5 years
£8.50
TOTAL
£
CASH/CHEQUE
PLEASE DELETE AS APPROPRIATE
TOTAL
£