Introduction and Aims
St. Francis Kindergarten was established in January 1985. We have been and continue to be committed to ongoing development and improvement of the provision offered. The primary aims of the Kindergarten are to provide quality early years education in a caring and stimulating atmosphere. The Kindergarten has a general Christian ethos in both our methods and teaching. However we are totally independent of any particular denomination and children of all faiths are welcomed and respected equally.
Inspections
We are registered with OFSTED and the Central Bedfordshire Early Years and Childcare Partnership as a provider of Nursery Care and Education and as such undergo regular inspections to ensure both care and quality. We have consistently received high standards of judgements and positive comments in our inspection reports for both care and education. The last inspection was carried out in June 2010 when were judged as ‘Outstanding’. A full copy of the report is available on request and is also available on the Ofsted website www.ofsted.gov.uk .
Nursery Education Grant
We are currently able to offer FREE places to ALL children, from the term after their 3rd birthday, through Nursery Education Grant. This currently provides up to 15 hours free of charge. Additional sessions can be added and paid for as shown in the Fees List attached.
Premises and Equipment
The Kindergarten has two well maintained classroom units surrounded by a secure play area. The inside of the classrooms are welcoming and comfortable with easily accessible toilet areas. A full range of play equipment is provided including construction toys, jigsaws, games and resources for imaginative and small world play. There are also ample books, writing and drawing materials, modelling and art and craft materials and tools, musical instruments, and equipment for water, sand and investigative play. For the older children a variety of maths and phonic awareness materials are also in use. Computers with early years software are available along with a television, DVD player and other programmable toys to support and enhance the children’s learning. There is also a convection/microwave oven for cooking activities. Outside there are 2 paved areas for wheeled toys and other outdoor activities and a gardening and digging area. Alongside there is a large garden area covered with an all year round carpet surface with a variety of climbing, balancing, and skills equipment.
Staff Qualifications and Training
The Kindergarten is owned and managed by Mrs. Wendy Harris BTEC Nursery Nursing/Early Childhood Studies with the support of the following staff.
Mrs. V. Warren(Deputy Head)NVQ level 3 in Early Years Care and Education
Mrs. J. Darvall NVQ Level 3 Early Years Care and Education
Mrs. R. Thompson NVQ Level 2 Early Years Care and Education
Mrs. S. Hill BTEC Nursery Nursing/Early Childhood Studies
Mrs. J. Hegarty Member of the Royal Academy of Dancing A.I.S.T.D N.B.B.B.
Mrs. L. Ward-Lindill General Assistant (additional needs)
Mrs. S. Diver General Assistant
All staff have undertaken criminal record and suitability checks and satisfactory references obtained.
Staff are also trained in First Aid and have many years of nursery and childcare experience between them. There is an ongoing commitment to staff training both internally and by staff attendance on external courses relating to child development, child protection, equal opportunities, early years education and special educational needs.
Curriculum and Learning Objectives
The learning objectives and timetables of activities are based around the Department of Education’s Early Years Foundation Stage (EYFS). Children are encouraged towards meeting the age-related targets through whole class, small group and individual activities. It is recognised that each child is a unique and there is an emphasis on building confidence, self-esteem and independence. The importance of learning through play and opportunities for free expression, both in play and planned activities is recognised and encouraged. We embrace the four principles of the EYFS in the following ways.
The Unique Child
We recognise that children are all individuals and may learn and develop in different ways and at different speeds and that all areas of development are equally important. Progress records are kept individually for all children and individual targets set. These records are available for parents to see at any time. All children are included in all activities and we ensure they are never discriminated against for any reason. The safety of the children is paramount and there are procedures and assessments in place to ensure this and to reduce risks to a minimum. However children need to explore and experiment and in doing some accidents will sometimes occur. Healthy eating and hygiene practices are encouraged through example, experience and opportunity.
Positive Relationships
It is our belief that in order to develop well children need to feel secure and cared about. All staff will interact with and respond to every child on a day to day basis but every child is allocated a key person who will take a special interest in that child and liaise with the parents. We recognise how important parents are in the process of their child’s development and learning and we aim to work together in the best interests of the child at all times. Children are encouraged to be respectful of each others needs as well as there own and to develop the skills of sharing and turn taking.
Enabling Environments
As described above both the indoor and outdoor areas of the kindergarten are well maintained and resourced in order to provide rich environment for learning. Observation, assessment, planning and record keeping are essential for us to help children enjoy learning and be challenged to achieve more. Staff observe the children and gather information from parents on what the child has already achieved, how they learn best and what activities they choose so that we can plan for enjoyable activities to aid further progress. The Kindergarten has good relationships with other health, child development and educational professionals should parents require advice or need additional help for their child.
Learning and Development
There are 6 areas of learning and development in the Early Years Foundation Stage. Children learn through play and exploration which is well resourced as well as planned adult led activities.
Personal, Social and Emotional Development
We consider this aspect of nursery education lays the foundation for all future relationships and learning. It cannot ‘stand alone’ and is incorporated into all the other areas. Children are encouraged both by teaching and example to show respect and care for one another and the environment. They learn to share, take turns and make choices in their activities through group play as well as opportunities to develop independent working. By staff supporting their play, providing stimulating activities and praising achievements children learn to concentrate for increasing periods and become confident in their abilities. This leads to an eagerness to explore new learning and an ability to solve simple problems independently. Table games, group activities and Sports Day provide opportunities for learning the concepts of winning and losing in a light hearted situation. The children are encouraged to become able to manage their own personal needs such as the toilet, hand washing, and clothing. Parents are asked to support us in this and in promoting good behaviour and a sense of what is right and wrong and why. The children are encouraged to talk about their family life and to share their feelings. Festivals such as birthdays, Mothers Day, Fathers Day, Christmas and Easter are celebrated and children are also introduced to celebrations and lifestyles in other cultures and beliefs. They are also helped to appreciate the needs of those less fortunate than themselves by taking part in fund-raising events. The Kindergarten also supports an African child through the work of Action Aid.
Communication, Language and Literacy
Through ‘news times’, discussions and storytimes children become increasingly able to listen and talk about their experiences firstly individually, then in small groups and then in larger groups. We consider communication and listening skills central to learning and development. The Kindergarten has achieved accreditation in the “I Can Early Talk” programme to ensure good practise in encouraging the use and understanding of language by the children. Language and literacy is regularly promoted through stories, songs, rhymes and poems and also by listening to and talking with the children on an individual basis. With the use of ‘props’ children are encouraged to re-enact or make up their own stories. The love of books is encouraged and a range of books is continuously available to the children in both classes. Children are encouraged to recognise and then to write their own names. Older children are also encouraged to create or copy writing and use drawing and writing to express themselves and in role play scenarios. Writing is taught first by tracing, then copy writing and from phonic sounds but children’s own ‘writing’ is equally valued. Jolly Phonics materials are used to develop letter and sounds and reading skills. Having achieved an understanding of sounds, the organisation of books and the ability to understand and re-tell a story from pictures some children progress to the Jolly Phonics Reading Level. If so, reading books are then sent home so that parents can help with reading practise and make comments on progress.
Problem Solving, Reasoning and Numeracy
Basic mathematical skills of shape, position, size and quantity are taught both through play and more formal teaching sometimes accompanied by worksheets or books if appropriate. The importance of relating mathematical skills to everyday life and stimulating play activities is recognised. Therefore we plan practical activities relating to skills of sorting, matching, counting, sequencing, ordering and calculating as well as play involving size, shape measure and volume and mass. Children are taught to recognise, use and write numbers to at least ten and to be aware of larger numbers in their everyday life. They are then encouraged to use knowledge to solve simple problems in life and begin to use the counting skills to add and subtract. Regular use is made of jigsaws, songs, rhymes, counting games, practical maths equipment, board games and role play to practise these skills.
Knowledge and Understanding of the World
Children are encouraged to observe, explore and find out about their environment, families and the world in which they live both inside and outside. They explore their world through their senses, sand and water play, growing things, modelling, construction, changes in the weather, cooking and are encouraged to talk about what they see, hear and feel. They use a variety of tools including scissors, cutters, cooking utensils, magnifiers, gardening tools, modelling tools, sand and water toys and construction items. Small world toys such as cars, trains, farm, dolls house, dinosaurs etc and role play scenarios, both indoor and out, allow them to act out and explore experiences. Habitats and life cycles of animals are also covered. All the children also have the opportunity to express their learning through art and craft activities. Older children often draw and write about what they have seen and learnt. Cooking activities are undertaken and children use computers with a varied range of software programs to enhance all areas of learning.
Physical Development
In order to develop the children’s physical control, mobility, awareness of space and manipulative skills a variety of activities are provided both indoors and out including the following.
Tools and equipment such as pencils, crayons, playdough, modelling tools, scissors, sand, water and construction toys are used to develop hand control and co-ordination. Also the children regularly enjoy a variety of music and movement activities as well as ballet sessions, which are taken by a fully trained ballet teacher. No special clothes or shoes are necessary but children may bring ballet shoes if they have them. Outdoors, there are paved areas surrounding the classrooms and a large garden area surfaced with a playsafe all weather carpet. Outdoor specific equipment includes sit and ride toys, trikes, scooters cars, prams, pushchairs, balls, hoops, bean bags, stompers, and playhouses as well as a variety of climbing and activity equipment.
Creative Development
The children have the opportunity to use a wide variety of art and craft materials and tools to experiment with and to create pictures and objects. Skills and techniques of art and craft are taught in order to extend the children’s skills, which they can then apply to their own creative work. Therefore as well as planned art and craft activities children are given regular opportunities for free painting and craft.
Role play activities, making up stories, music and movement and ballet also provide opportunities for free expression and for the children to develop their imagination.
Percussion instruments, handbells, chime bars and electronic and steel drums also provide further opportunities for creativity and we have a large variety of these instruments that the children play and experiment with to develop understanding of tempo, pitch, and rhythm.
Special Events
During the year we organise various events including:
Autumn Assemblies, a Nativity Play, Christmas Parties, Easter Parades, a Summer Outing, Sports Day, Summer Garden Picnic, School Photographs and fundraising events both for ourselves and charity.
Other special interest walks and visits are organised from time to time normally in the local area.
Written parental consent is sought and required for any events away from the school premises and some parental help is also needed for outings. Children’s birthdays are acknowledged and celebrated.
Refreshments
The children are offered drinks of milk or water during each session. They also have a small snack e.g
a plain biscuit, a piece of fruit or vegetable or sometimes toast etc. Children staying for lunch bring a packed lunch from home. Insulated boxes/bags with small freezer packs are recommended, especially during the summer months. Parents are asked not to send sweets/chocolate to the kindergarten.
Classes and Staffing Ratios and Sessions available
The Kindergarten has 2 classrooms and 3 groups (2 morning and 1 afternoon)
Groups are organised as set out below.
Classroom 1(small) in the mornings with an average of 12 children
Classroom 1(small) in the afternoons is used for special activities.
Classroom 2 (large) has up to 24 children in the morning and around 12 – 18 in the afternoons as the children are generally younger.
The staff ratios are usually in excess of the required ratios of:
1 adult to 4 children aged 2-3years and 1adult to 8 children over 3years.
Mrs. Harris is rarely counted in these ratios and is on the premises most days.
All Groups enjoy regular dancing, music, singing, movement and storytime sessions. Children are offered outdoor activities on most days. Activities are organised around life experiences and developmental targets and information sheets are issued to parents so that they can be involved in their child’s learning. Each class has an interest table on which items are displayed. Children are encouraged to bring things for this table and we welcome any expertise or contribution parents may be able to give to particular themes or events.
Morning Classes and Attendance – 9am to 12noon
Robin Group is in the small classroom for children rising 3 to approx 3½
Owl Group is in the large classroom for children from 3½ to 5.
Children attend 3, 4, or 5 mornings but 5 mornings are fully funded and recommended as this provides consistency and a better opportunity to build friendships. Attendance can be extended to full days or to include lunch sessions.
Both classes aim to provide a balance between free play and more structured teaching activities to build on the children’s learning in all areas of the Early Years Foundation Stage. As the children get older and able to remain focused for longer periods, more formal table activities are introduced and the children move from working with adults on a one-to one basis to working in table groups.
Afternoon Classes and Attendance – 1pm to 3.30pm or 4pm
Duckling Group is in the large classroom for children age 2- 3years
Children attend 2, 3, 4, or 5 sessions as you wish and sessions can be extended to include lunch sessions subject to availability.
As most children start in the afternoon sessions and the average age is younger there is initially a greater emphasis on learning to confidently play and socialise together with some adult led activities either one to one or in small groups. Progression is very much at the pace and ability of the individual child and the range of activities each week will vary according to the number of sessions your child attends.
Full-time Attendance from - 9am to 2pm, 3pm, 3.30 or 4pm
Children can attend full-time either all 5 days or on selected days once they are attending 3 morning sessions. These children take part in extension activities in the afternoon as well free choice play.
Lunch Sessions 12noon – 1pm
Subject to available spaces any child already attending other sessions can attend lunch sessions on all or selected days. Priority is given to children attending all day. Occasional lunch sessions may also be available by prior arrangement. These sessions are supervised by lunchtime assistants and/or nursery practitioners, and there is always a fully qualified member of the staff on the premises. Please note we do not provide lunch, the children bring a packed lunch with them.
Early starts and late finishes
In addition to the above sessions children can start early at 8.30am and or stay late (up to 4.00pm). Some variations to this may be available by special arrangement.
Registration and Admission Policy
The Kindergarten is open to all children between the ages of 2 and 5 years irrespective of gender, race or ability. Children with Special Educational Needs are accepted provided that we and both parents and health professionals consider our facilities meet or can reasonably be adapted to meet individual needs and that sufficient adult ratios can be provided. Children can be registered at any time by completing a registration form and returning it to us with a non-returnable fee of £5 to cover administration costs. Once a registration form is received the child’s name is entered the waiting list for the term requested. Places for each term are usually allocated in order of registration and you will be contacted during the term before the child is due to start. If we are unable to offer you a place at the beginning of the term requested you will be offered one as soon as possible thereafter. If you are unsure when you would like your child to start it is advisable to request the earliest term you are considering. We will then contact you at that time and if you wish you can defer until a later date. Most children start in the afternoon sessions and are offered morning places as they become available.
Conditions of Entry.
1. Any fees due are payable on or before the first day of each half-term.
2. A full half-term’s notice in writing is required when the child will be leaving the Kindergarten. If this is
not given a half-term’s fees in lieu of notice will be payable whether or not the child is eligible for
Nursery Grant Funding
3. Fees cannot be refunded for absence whatever the circumstances.
4. Children will not be allowed to leave with anyone other than parents unless previously notified.
5. Children are not allowed to play with their own toys at the Kindergarten and the school accepts no
responsibility for the personal effects of pupils whilst attending the Kindergarten.
6. Parents/carers must abide by any reasonable requests to ensure the safety and/or well-being of their child
or other children and staff.
Records of Progress and Attainment
On-going records of the children’s progress and attainments are kept throughout the child’s time at the Kindergarten. On starting the Kindergarten parents are asked to contribute to these records with information about their child. All records are available for parents to see on request and are given to parents in the form of a ‘Record of Progress’ when the child leaves. It is recommended that the information is then passed on to the child’s next school so that they can assess the child’s ability and development so far. Formal parental consultation sessions are available each term and staff are always available for discussion on progress or problems at the end of the sessions. If this is not suitable an appointment for a mutually convenient time can be arranged. Likewise, if we feel there are any problems we will approach parents for a meeting
Progression to School
Children can stay at the Kindergarten until the beginning of the term after they are 5 years old, which is officially the age at which they must start school. Until this age parents can choose where they wish their child to receive early years education. If parents are offered a place in a lower school reception unit/nursery at 4+ they can choose whether to accept it then or defer acceptance to a later term or to start in Year 1 and therefore remain at the Kindergarten, where their place will continue to be funded by Nursery Education Grant. Schools do not always give this impression or freely offer this alternative but information on this can be found on the Central Bedfordshire website under schools admissions information. We aim to make the transition to school as smooth as possible for the children and are therefore happy to work together with both parents and schools to achieve this.
Uniform Guidance
Uniform is not compulsory and we are very flexible about styles and shades of red and grey. All items can be easily obtained from most high street chain stores. In addition Kick-Off in High Street Flitwick stock polo shirts, jumpers and cardigans with our badge embroidered on them and can also order name labels.
Winter: boys - grey trousers, white polo shirt and red jumper.
girls - grey pinafore or skirt, white blouse, red cardigan or jumper.
Summer: boys - grey shorts, white polo shirt, red jumper if needed.
girls - red and white gingham or striped dress, red cardigan if needed.
For safety reasons children are NOT allowed to wear jewellery other than studs for pierced ears.
Outdoor coats are of your choice but should be suitable for active play. For safety reasons any hanging cords should be removed as they can get entangled in wheels and on the climbing frame and slide. Shoes should be sturdy and waterproof at all times to protect the children’s feet. Open-toed and ‘sling back’ sandals are not suitable as they do not offer sufficient support and protection for active outside play.
Coats, shoes, jumpers and cardigans MUST be clearly labelled with your child’s name.
SUMMARY OF POLICIES AND BELIEFS
Health and Safety Policy
A full copy is displayed on the class notice boards and is available on request
Our Health and Safety Policy aims to ensure a clean and safe environment for children, staff and any visitor to the premises and has due regard for the requirements of the law. In addition parents attention is drawn to health and safety matters in our conditions of entry (see Registration and Admissions Policy) and written information provided to parents when their child starts at the Kindergarten.
Child Protection Policy
A full copy is displayed on the class notice boards and is available on request
It is our policy to provide a secure and safe environment for all children and is based around the principles of “Every Child Matters” We aim to:
1. Ensure children are never placed at risk whilst in the care of staff.
2. Ensure that confidentiality, with regard to all forms of records kept and progress discussions held, is maintained at all times.
3. Ensure staff are aware of child protection issues and record any concerns.
4. Ensure staff are familiar with the Every Child Matters document and Local Safeguarding Children Board protection procedures and ensure that these procedures are followed.
Special Needs Policy
A full copy is displayed on the class notice boards and is available on request.
No child will be excluded from attending the Kindergarten purely because they have any form of special educational needs or disability. However we may need to restrict numbers of children with additional needs attending at any one time, in order to ensure adequate attention can be given to all the children whilst providing for the individual requirements of those with additional needs. We will also work together with parents to identify additional needs and to access support from outside agencies if necessary. In some cases it may be required that children with severe disabilities have one to one adult assistance provided by a parent or carer. The full policy, which sets out how special educational needs and disabilities are identified and provided for is displayed on the notice board and a copy is available on request.
Behaviour Management Policy
Children attending the Kindergarten are expected to be or learn to be polite, kind and respectful to one another and staff. They are also expected to learn to share toys and to take turns fairly. Parents are expected to support these aims.
Good behaviour is rewarded with recognition and praise. Explanations are given for unacceptable behaviour.
If unacceptable behaviour persists the child will be withdrawn from the activity and/or group for a short period to calm down.
Continued unacceptable behaviour will result in discussions with parents in order to involve them in agreeing strategies for improving their child’s behaviour. Our aim would be to put into place a consistent approach between parents and all staff members.
A child will only be permanently excluded from the kindergarten if:
1. A child’s unacceptable behaviour is seriously affecting other children.
2. The child’s parents refuse to co-operate in improving/eliminating unacceptable behaviour.
Drug and Alcohol Policy
A full copy of this policy is displayed on class notice boards and available on request.
Consumption of drugs and alcohol are not allowed on the premises and any person under the influence of drugs or alcohol will be asked to leave immediately.
Equal Opportunities Policy
A full copy is displayed on the class notice boards and is available on request..
The Kindergarten recognises and supports legislation and existing codes of practice for the promotion of equal opportunities for all. We believe that good childcare is by definition, non-sexist and non-racist and the elimination of sexism and racism will benefit all members of society. We aim to ensure that staff are recruited, selected, trained and promoted on the basis of occupational skill requirements. In this respect we will ensure that no job applicant or employee will receive less favourable treatment on grounds of age, gender, marital status, race, religion or disability which cannot be justified as being necessary for the safe and effective performance of the work or training for the work.
The Kindergarten and our staff are committed to, and parents and carers encouraged to:
1. Encourage positive role models, displayed through toys, books, imaginary play etc., that promote
non-stereotyped images.
2. Encourage children to join in all activities, e.g. dressing up, shop, home corner,
construction, ball games, bikes etc.
3. Ensure our childcare practices do not discriminate unfairly on the grounds of race, gender or
disability.
4. Challenge unfair pre-conceptions or actions relating to gender or race. Any incident witnessed or reported
will be recorded, investigated and any necessary action taken.
Finally,
At St. Francis Kindergarten we are all committed to helping each individual child to reach their full potential whilst encouraging confidence and self esteem. However we also aim never to lose sight of the fact that these are still very young children who need care, nurture, individual attention and fun to grow into well balanced, happy and successful young people. We also recognise that we are only a small part of their life and welcome partnership with parents in achieving our aims and theirs.
If there is any further information you would like please do not hesitate to contact us.
Last updated 1/12/10