Prospectus Little Saints Preschool

School road

Exeter

Ex2 9AF

01392 217880

07944406811

Staff contact details =

Jayne Hooper (manager)

9 Digby Drive

Kings heath

Exeter

EX2 7QU

Home= 01392 361644

Mobile = 07944406811

Chelsea Leach (Deputy Manager )

33 Exwick Road

St Thomas

Exeter

EX4 2BX

Home = 01392 209993

Mobile= 07532311100

The Staff

Name Job Title Qualifications and Experience

Jayne HooperRed GroupKey Person

Manager/OwnerSENCOEarly Years Practitioner

Btec National certificate in nursing.First AidOther Educational courses attended annuallySupervisor of St Andrews pre-school for 8 years.

Chelsea LeachYellow GroupKey Person

Deputy ManagerEarly Years Practitioner

NVQ level 3 in childcare learning and developmentFirst AidOther educational courses attended annuallyDeputy of St Thomas Methodist Pre-school for 2 years.

Key person/colour group=

We work to a key worker system where your child has a personal worker who will make sure that your child makes satisfactory progress.

Welcome to Little Saints Pre-school

We would like to warmly welcome you to Little Saints. We are situated within St Thomas Primary School in the friendly community of St Thomas in Exeter.

Little Saints aims to=

Provide high quality care and education for children primarily below statutory school age. We work in a partnership with parents to help their children learn, develop and recognize parents as the child’s first and main educator and the importance of that role. We welcome all children and their families and respect the diversity of all members of our community. We hope that Little Saints will add to the life and wellbeing of our local community and offer children and their parents a service which promotes equality.

As a member of Little Saints pre-school your child will be in a safe and stimulating environment and will be given generous care and attention, because of our high ratio of adults and children. Your child will have a safe chance to join with other children and adults to play, work and learn together and is helped to take forward his/her learning and development by being helped to build on what he/she already knows and can do.

Working together for your children=

Little Saints pre-school has a high ratio of adults to children in the setting. This helps us 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.

How parents take part in pre-school=

As a member of the pre-school learning alliance Little Saints pre-school recognizes parents as the first and most important educator of their children. All the staff sees themselves as a co-worker with you in providing care and education for your child. There are many ways in which parents can take part in making the pre-school a welcoming a stimulating place for children and parents. It is helpful if parents exchange knowledge with staff about their children’s needs, activities, interests and progress. Parents can also help out at sessions any time any time they are free, just let a member of staff know when you would like to come in. Parents can join in community activities in which the pre-school takes part in and this well also give you good opportunities to build friendships with other parents in pre-school. Please look out for details in the newsletters about joining the parent/carer group which is run solely by the parents and a member of staff who attends the meetings on be-half of pre-school to answer any questions and note ideas, concerns or queries and then will put these forward at staff meetings.

The Curriculum=

Children start to learn about the world around them from the moment they are born. The care and education offered by Little Saints pre-school helps children to continue to do this my providing all of the children with interest activities that are right for their age and stage of development.

For children between the ages of 3-5 years, the pre-school provides a curriculum for Early Years Foundation Stage of education. This is a very important stage in child’s education and we ensure that this early stage in education helps to provide a solid foundation for the child’s education to develop and grow as they move into the first years in school life.

The areas of learning and development=

There are seven areas of learning and development that must shape educational programmes in early years setting. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas are:

Communication and language Physical development Personal, social and emotional development.

Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:

Literacy Mathematics Understanding the world Expressive arts and design

Educational programme must involve activities and experiences for children as follows.

Communication and language development involves giving children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves and speak and listen in a range of situations

Physical development involves providing opportunities for young children to be active and interactive and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social and emotional development involves helping children to develop a positive sense of themselves and others to form positive

relationships and develop respect for others, to develop social skills and learn how to manage their feelings, to understand appropriate behaviour in groups and have confidence in their own abilities.

Literacy development involves encouraging children to link sounds and letters and begin to read and write. Children must be given access to a wide range of materials (books, poems and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding, and using numbers, calculating simple addition and subtraction problems, and to describe shapes, space, and measures.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design involves enabling children to explore and play with a range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts , ideas and feelings through a variety of activities in art, music , movement , dance , role play, and design and technology.

Playing and exploring- children investigate and experience things, and ‘have a go’.

Active learning- children concentrate and keep on trying if they encounter difficulties, and enjoy achievements.

Creating and thinking critically- children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

The early years goals

Prime areas

Communication in language

Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately , while engaged in another activity.

Understanding: children follow instructions involving several ideas or actions. They answer how and why questions about their experiences and in response to stories or events.

Speaking: children express themselves effectively, sowing awareness of listeners needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical development

Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways , safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self care: children know the importance for good health of physical exercise, and healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal , social and emotional development

Self-confidence and self-awareness: children are confident to try new activates and say why they like some activates more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes to routine in their stride.

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.

The specific areas

Literacy

Reading : children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing: children use their phonics knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Mathematics

Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find answers. They solve problems, including doubling , halving and sharing.

Shape , space and measures: children use everyday language to talk about size, weight , capacity , position, distance , time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics or everyday objects and shapes and use mathematical language to describe them.

Understanding the world

People and communities: children talk about past and present evens in their own lives and in the lives of family members. They know that other children don’t always enjoy the same thing , and are sensitive to this. They know about similarities and differences between themselves and others, and among families , communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environment might vary from one to another. They make observations of animals and plants explain why some things occur, talk about changes.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology or particular purposes.

Expressive arts and design

Exploring and using media and materials: children sing songs, make music and dance and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: Children use what they have learnt about media and materials in original ways, also thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Records of achievement:

We keep records of achievements for each child. Staff and parents working together on their child’s records of achievements is one of the ways in which Little Saints and parents work in partnership. Yours child’s record of achievements helps us to celebrate together his/hers achievements and work to together to provide what our child needs for his/hers wellbeing and to make progress. Your child’s key worker will work with you to keep this record. To do this you and a member of staff will collect information about your child’s needs , activities , interest and achievements. This information will enable the keyworker to identify your child’s stage of progress. You and the keyworker to identify your child’s stage or progress. You and the keyworker will then decide on how to help your child move on to the next stage.

Learning opportunities for adults

As well as gaining qualifications in early years care and education, the pre-school staff take part in further training to help them keep up to date with thinking about early years care education. The pre-school also keeps up to date with best practice in early years through pre-school learning alliances magazine under five and other publications produced by the pre-school learning alliance. The current copy of under-five is available for you to read and will be on the window sill by the book corner. From time to time the pre-school holds learning events for parents. These usually look at how adults can help children to learn and developing their early years. Courses on similar topics are held locally by the pre-school learning alliance, watch out for information about these.

Timetables and routines

We at Little Saints believe that care and education are equally important in the experience which we offer our children. The routines and activities that make up the pre-schools day are arranged in ways that help each child to feel that he/she is a valued member of the pre-school and ensures the safety of each child. Also to help children to gain from social experience of being a part of a group and provide the children with opportunities to learn and help them to value learning.

Times of sessions

Little Saints opens at 8am to provide breakfast club for children in pre-school. Last admittance to breakfast club is at 8.45am and the first educational sessions starts at 9am to 11.30am. lunch club runs from 11.30am to 12.30pm with the last admittance being 11.45am. The next educational session of the day starts at 12.30pm to and ends at 3pm

After school club runs from 3pm till 6pm on Mondays, Tuesday, Wednesday, Thursday and Fridays.

The pre-school organize its sessions so that 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 activities which introduce them to work with others.

Outdoor activities contribute to children’s health, their physical development and their knowledge of their 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.

Breakfast and lunch club

At the clubs we provide the care while the children what their breakfast or lunch and then the child can choose a quiet activity, rest if they want to in the rest area or play with other resources provided if they want to. This will be less structured time where activities will be provided for the children to choose how they would like to relax and spend that time.

Snack and meals

The pre-school makes snack and meals a social time encouraging independence where the child can pour their own drink or butter their own toast. We plan the snacks so they provide the children with healthy and nutritious food. Please do tell us about your child’s dietary needs and we will make sure these are met. Please inform staff about any allergies your child may have.

Policies

Copies of the pre-school policies are available for all the parents in the setting. The pre-schools policies help us to make sure that the service we provide is high quality service and that being a member of the pre-school is an enjoyable and beneficial experience for each child and his/hers parents. We review the polices annually and we value parents contributions in this .the review helps to make sure that polices are enabling us to provide a quality service for the local community. Please take time to read through all our polices prior to your Childs admission to Little Saints.

Special needs

As a part of the pre-schools policy to make sure that its provision meets the needs of each individual child, we take account of any special needs which a child may have. The pre-school works to the requirements of the 1993 education act and the special education code of practice (2000). The special educational needs co-ordinator is Jayne Hooper.

The management of Little Saints Pre-school

The pre-school is owned and governed by Jayne Hooper. The pre-school has a parent support group. This group is made up of parents and elected by the parents of the children who attend the pre-school.

Fees

The fees are £9.25 per session (educational), £3.50 for breakfast and £3.50 for lunch( parents must provide a packed lunch for their child) And after school club is £9.50.bills for fees will be given out every 4 weeks, this include any extra educational sessions your child attends plus any clubs they use. Fees must be paid if your is absent without notice for a short period of time. If your child has been absent for a long time period of time please talk to Jayne or Chelsea. For your child to keep his/hers place at the pre-school you must pay the fees or we must receive education funding for your child.

Starting at Little Saints

The first days

We want your child to feel happy and safe at the pre-school. 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 pre-school. The pre-school has a policy about helping children to settle in. A copy is enclosed with this prospectus.

Equal opportunities

We provide equality of opportunities and an-ti discrimination practice for all children and families . ALL children and their families are valued at Little Saints.

Clothing

We can provide the children with aprons when they play with messy activities such as painting and water play, but please put your child in old clothes as children still get messy playing with play dough, glue etc. As well as when playing outside. We encourage the children to gain skills which help them to be independent and look after themselves. This may 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. Please ensure that your child has coats and hats to wear in the cold and wet weather. If your child needs wellington boots please supply at each session. Please ensure that all clothing, coats and shoes/ boots are named.

Medicines

Any medication that is kept on the premises will be recorded in our medicine book. No medicine will administered in the pre-school unless they have prescribed by a doctor. The pre-school will help with the administration of medicines for a long term conditions such as asthma by prior arrangement with the parent/carer. Any other medicines prescribed by the doctor like

antibiotics will have to be administered by the parent, this should be arranged with a staff member.

No smoking

We at Little Saints hold a no smoking policy. Could you please ensure that all cigarettes are extinguished before entering the gate to the school and vicinity of the pre-school.

Behaviour

It is our aim to create a relaxed and happy atmosphere for the children, parents and staff so that children can learn acceptable social behaviour and independence before starting school. We therefore discourage children from any aggressive or anti-social behaviour towards other children or adults.

No corporal punishment will be used at Little Saints Pre-school. Swearing by adults and children on the premises is unacceptable. (Please see our full behaviour policy).

Child protection

We follow and comply with the procedures set out by the area child protection committee which is explained fully in our child protection policy. We intend to create at Little Saints, an environment in which any suspicion of abuse is promptly and appropriately responded to. (Please see our full child protection policy).

Complaints

At Little Saints we believe that children and parents are entitled to expect courtesy and prompt attention to their needs and wishes. We always welcome suggestions on how you think that we could improve the services that we give you and will give serious and prompt attention to any concern about the running of the preschool. We hope that most concerns can be resolved quickly in a friendly and informal way, but if this does not achieve the desired result

we have set of procedures for dealing with concerns.(please see our complaints policy for details).

Health and safety

It is the aim of Little Saints to ensure a safe and healthy environment for all. We therefore ask that the health and safety policy should be read and followed by all at all times for the health and wellbeing for everyone.

Fire Drill

On the noticing a fire please

Inform the manager/play leaders and helper. The play leader will blow a whistle, which is hung up on the wall in the

kitchen area. One member of staff to lead all the children to a safe area. Another member of staff to search all of the building and collect the

register from the cupboard. Call the register to account for all children and adults Phone the fire brigade by phone on the premises. all staff have mobiles ,

the nearest phone otherwise is in the school. Alert the school of the fire. A fire blanket is hung up in the kitchen area of the playroom. Fire extinguishers can be found by the door in the play room and in the

school if necessary.

The fire procedures are clearly displayed for parents and visitors to see.

A fired drill practice is carried out each half term and recorded in the register.

And finally…………………

Little Saints pre-school hopes that you and your child will enjoy being members of our preschool and that you both find taking part in our activities interesting and stimulating. The staff are always happy to talk with you about ideas , views or just to answer any questions that you may have so please do come and see us if you would like to.

We want you and your child to remember your time at Little Saints a very happy one.

Routine of the day

Welcome to Little Saints

8.00am-8.40am Breakfast club

9.00am registration /greetings, discuss activities for the session

9.25am activities/ free play/ outside area

10.30am tidy up time

10.45am snack time

11.00am circle time/discussions/ action rhymes/ songs

11.25am prepare for home etc. / goodbye song

11.30 am home time

11.30am-12.30pm lunch club

12.30pm registration /greetings, discuss activities for the session.

12.55pm activities/ free play / outside area

1.30pm adventure trail

2.00pm tidy up time

2.15pm snack time

2.30pm circle time/ discussions / action rhymes/songs

2.55pm prepare for home, coats etc. /goodbye song

3.00pm home time

3.00pm-6.00pm after school club.

Settling in pre-school policy

Statement of intent

At Little Saints Pre-school we want children to feel safe, stimulated and happy and to feel secure and comfortable with staff in the absence of their parents/ carers. To recognise other adults as a source of authority, help and friendship, and be able to share with their parents afterwards, the new learning experiences enjoyed during their time with us. We also want parents to have confidence in both their children’s wellbeing and their role as active partners with the pre-school.

Aim

We aim to make Little Saints Pre-school a welcome place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

We would like to reassure the parents of children who seem to be taking longer to settle into the group by offering them support for as long as it takes.

Methods

Before a child starts to attend the pre-school, we use a variety of ways to provide his/her parents with information. These include written information (including our prospectus and polices) displays about the pre-school activities, information days and evenings and individual meetings with parents.

During the half-term before a child is enrolled, we provide opportunities for the child and his/hers parents to visit the pre-school.

When a child starts to attend, we work with his/hers parents to decide on the best way to help the child settle into pre-school.

We allocate a key person to each child and his/hers family, before his/hers starts to attend, the key person welcomes and looks after the child and his/hers parents at the child’s first session.

We use pre-start visits and the first session at which a child attends to explain and complete with his/hers parents the child’s registration records.

Within the first four weeks of starting we discuss and work with the child’s parents to create their child’s records of achievement.

This policy was adopted by the management and staff of Little Saints Pre-school.Updated September 2014

review date =September 2015

Little Saints Price ListClubs

Breakfast clubs £3.50(toast, cereal, drinks provided free of charge)

Lunch club £3.50(Parents please supply a packed lunch)

Extra sessions £9.25

After school club £9.50 per session

Little saints clothing

Children sweat shirts £7.99Children T-shirts £4.50

Please ask staff if you would like to purchase any of our clothing.

Breakfast activity plan - £3.50 per child per session.

To provide drinks, cereal, toast and spreads. Resting area with bean bags, television and video. Reading picture books.

Lunchtime activity plan - £3.50 per child per session.

Sit down for lunch, lunches to be provided by parents/ carers. Staff to assist children where necessary in opening packets, lids etc. Resting area with bean bags, television and video. Board games, puzzles and home corner.

After school activity plan - £9.50 per child per session.

Homework facility , school library. Chill out area consisting of bran bags with television and video. Reading and picture book, arts, crafts and painting. Board games, puzzles and home corner, computer use.

Parachute games, football. Outdoor activities e.g bikes, trikes, cars, water play, football, sand tray

and adventure trail.

Pre-school education and clubs for children 2-11 years.

Breakfast 8am-9am

Morning pre-school 9am-11.30am

Lunch 11.30am-12.30pm

Afternoon pre-school 12.30pm-3pm

Afterschool 3pm-6pm

For further details please contact Jayne Hooper on

01392 217880

07944406811

01392 361644

Waiting list system in operation, if you wish to place your child’s name on our waiting list please contact us as soon as possible, as spaces are limited.

Please note, it is advisable to register your child for pre-school when they are about 12-18 months old...

Children’s Development and learning

The provision for children’s development and learning is guided by the early years foundation stage (DCFS 2007). From September 2008 the Early Years Foundation Stage law. This brings Together Birth to three matters and the curriculum guidance for the foundation stage . 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 entitlements early support.

Keeping safe: Being safe and protected, discovering boundaries, making choices.

Health and well being: growth and developing , Physical and emotional well being.

Positive Relationships

Respecting each other: Understanding feelings , friendships , 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 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.