Rainbow Pre-School
Rainbow Pre-School
         

Our Prospectus

Welcome to Rainbow Pre-School

 

We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.

 

This prospectus aims to provide you with an introduction to our routines, our approach to supporting your child’s learning and development and how we aim to work together with you to best meet your child’s individual needs.

 

Rainbow Pre-school 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

 

You are regarded as members of our setting who have full participatory rights. These include a right to be:

  • valued and respected;
  • kept informed;
  • consulted;
  • involved; and
  • included at all levels.

 

As a 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 you for your support and commitment.

 

Children's development and learning

 

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 helpers;
  • has the chance to join in 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.

 

The Early Years Foundation Stage

Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2014):

 

  • A Unique Child

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

 

  • Positive Relationships

Children learn to be strong and independent through positive relationships.

 

  • Enabling Environments

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

 

  • Learning and Development

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

 

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 our setting 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 development.

 

The Areas of Development and Learning comprise:

  • Prime Areas
  • Personal, social and emotional development.
  • Physical development.
  • Communication and language.

 

  • Specific Areas
  • Literacy.
  • Mathematics.
  • Understanding the world.
  • Expressive arts and design.

 

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by 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 Early Years Outcomes (DfE 2014) guidance sets out the likely stages of progress a child makes along their progress towards the Early Learning Goals. Our setting has regard to these when we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understanding they need for:

 

Personal, social and emotional development

  • making relationships;
  • self-confidence and self-awareness; and
  • managing feelings and behaviour.

 

Physical development

  • moving and handling; and
  • health and self-care.

 

Communication and language

  • listening and attention;
  • understanding; and
  • speaking.

 

Literacy

  • reading; and
  • writing.
     

Mathematics

  • numbers; and
  • shape, space and measure.

 

Understanding the world

  • people and communities;
  • the world; and
  • technology.

 

Expressive arts and design

  • exploring and using media and materials; and
  • being imaginative.

 

Our approach to learning and development and assessment

 

Learning through play

Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.

 

Characteristics of effective learning

We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:

  • playing and exploring - engagement;
  • active learning - motivation; and
  • creating and thinking critically - thinking.

 

We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.

 

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 or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we will ask you to contribute to assessment by sharing information about what your child likes to do at home and how you, as parents, are supporting development.

 

We make termly assessment summaries of children’s achievement based on our on-going 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.

 

The progress check at age two

The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

 

Records of achievement

 

We keep a record of achievement for each child. 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 in partnership with you to keep this record. To do this you and she 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. Together, we will then decide on how to help your child to move on to the next stage.

 

Working together for your children

 

We maintain the ratio of adults to children in the setting that is set by the Safeguarding and 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

 

Caron Rhodes

 

Manager

 

NNEB                30 years experience

 

Danielle Knight

 

Deputy Manager

 

Cache Level 3   10 years experience

 

Kirsten Patterson

 

Early Years Practitioner

 

Cache Level 3    5 years experience

 

Michelle Taylor

 

 

Early Years Assistant

 

Cache Level 2 - Studying

 

Ellie Rhodes

 

 

Apprentice Assistant

 

 

Cache Level 2 - Studying

 

 

 

 

We are open for

38

weeks each year.

We are closed

For the school holidays

 

We are open for

5

days each week

The times we are open are

0900 - 1500

 

We provide care and education for young children between the ages of:

2

and

5

years.

           

 

How parents take part in the setting

 

Our setting recognises parents as the first and most important educators of their children. All of our staff see themselves as partners with parents in providing care and education for their children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:

  • exchanging knowledge about their children's needs, activities, interests and progress with our
  • contributing to the progress check at age two;
  • helping at sessions of the setting;
  • sharing their own special interests with the children;
  • helping to provide and look after the equipment and materials used in the children's play activities;
  • being part of the management of the setting where appropriate;
  • 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

 

Our 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 our 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. Parents have visited the setting to play the clarinet for the children, show pictures of the local carnival held in their neighbourhood, and show the children their collection of shells.

 

We welcome parents to drop into the setting to see it at work or to speak with the staff.

 

Key person 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 is particularly responsible. Your child's key person will be the person who works with you to make sure that the childcare that we provide is right for your child's particular needs and interests. When your child first starts at the setting, she will help your child to settle and throughout your child's time at the setting, she will help your child to benefit from our activities.

 

Learning opportunities for adults

 

As well as gaining childcare qualifications, our staff take part in further training to ensure they keep up-to date with thinking about early years care and education.

 

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 our 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.

 

 

Snacks and meals

 

We make snacks and meals a social time at which children and adults eat together. We ensure snacks healthy and nutritious. Please tell us about your child's dietary needs we will plan accordingly.

 

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.

 

Policies

 

Our staff can explain our policies and procedures to you. Copies of which are available within the setting and on the Pre-School website.

 

Our policies help us to make sure that the service provided by our 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.

 

The staff with input from the parents review the policies, enabling our setting to provide a quality service for its members and the local community.

 

Safeguarding children

 

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

 

Our way of working with children and their parents ensures that 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.

 

Special needs

 

To make sure that our provision meets the needs of each individual child, we take account of any special needs a child may have. We work to the requirements of the Special Educational Needs Code of Practice (2015).

 

Our Special Educational Needs Co-ordinators are

Caron Rhodes and Danielle Knight

 

The management of our setting

 

Our setting is a charity and as such is managed by a volunteer management committee - whose members are elected by the parents of the children who attend our setting. The elections take place at our Annual General Meeting. The committee make up the registered person with Ofsted and are responsible for:

  • managing our finances;
  • employing and managing our staff;
  • making sure that we have, and work to, policies that help us to provide a high quality service; and
  • making sure that we work in partnership with parents.

 

The Annual General Meeting is open to the parents of all of the children who attend our setting. It is our shared forum for looking back over the previous year's activities and shaping the coming year's plan.

 

Fees

 

The fees are £5 per hour payable half-termly 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 Caron Rhodes who is the Manager.

 

For your child to keep her/his place at our setting, you must pay the fees. We are in receipt of nursery education funding for two, 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, our will work with you to decide on how to help your child to settle into the setting. Our policy on the Role of the Key Person and Settling-in is enclosed with this prospectus, or is available from a member of staff.

 

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.

 

Print Print | Sitemap
© Rainbow Pre-School