Prospectus

 
 
 
 
 
 
 

      

Doris Venner Pre-School

 

 

Parents Handbook 2015-2016

 

Mission Statement


It is our aim to provide a safe, caring and stimulating environment which will enable all children of all abilities to reach their full potential.

We base our planning on prior learning and play experiences. We promote curiosity, enthusiasm and confidence and set appropriate challenges, assisting every child to reach their full potential.

We encourage respect for others and personal self esteem and help all children to gain knowledge of themselves, others and the wider world.

Welcome to Doris Venner Pre-School prospectus we hope you find the following information useful.

 

About Doris Venner Pre-School

 

Doris Venner Pre-School is a well established Pre- School which has been in operation since 1973. We are registered with Ofsted, members of the Pre-School Learning Alliance and a Registered Charity. We have evolved over the years and seen many changes.

 

We offer sessional term time care to children aged between 2 years and 5 years in a warm, safe caring environment where each child can reach their full potential with our support and encouragement. We strive to provide an enriching learning environment full of laughter, learning and the sharing of experiences.


We can offer your child a programmed curriculum leading to approved learning outcomes where learning through play is fun.  Our high adult to child ratio ensures individual care and attention whilst having fun and making new friends with other children and adults. We can offer your family opportunities to become involved in the activities of the group and in your own child’s progress.


Our Aims and Objectives

Our Aims

            ·            To provide a safe, caring and stimulating environment which will enable all                            children of all abilities to reach their full potential.

 

·        To ensure children's welfare and their right to a secure healthy and happy childhood is paramount.

 

·        To embrace all children regardless of any disability, faith, culture, colour or gender.


·        To work within a framework ensuring equality of opportunity for all children and families.


·        To provide a broad and balanced curriculum of quality incorporating Development Matters in the Early years Foundation Stage setting the Standards for Learning, Development and Care for children from birth to five.


·        To give all children equal opportunities and treat all those involved in the child’s life with equal regard and respect.

 

·        To provide continuous personal and professional development of all staff thus ensuring our aims are met.

·        To adhere to the Statutory Framework for the early year’s foundation stage (EYFS) ensuring that we continue to provide excellent quality in our provision.

 

·        To working in partnership with parents/ carers to ensure that cultural backgrounds and continuity of experiences from both home and community are respected and valued.

         ·       To offer children and their parents a service that promotes equality and values                diversity.

Our Objectives

·        We base our planning on prior learning and play experiences. We promote curiosity, enthusiasm and confidence and set appropriate challenges, assisting every child to reach their full potential.


·        We encourage respect for others and personal self esteem and help all children to gain knowledge of themselves, others and the wider world.

 

·        We ensure all children have a key person in place to ensure that their needs are met.

 

·        We embrace children with special educational needs and have a named senco to enhance their experiences with us.

 

·        We provide quality play experiences as an important part of the learning process. Our curriculum planning incorporates differentiation ensuring access to all areas of the pre-school for all children.

  • We ensure all children have the opportunity to make choices regarding their learning and development by taking into consideration their views.

·        We value parental/carer participation by way of rotas, questionnaires, picnics and outings. We acknowledge parents are children’s first educators and regard parental involvement paramount to enhance our setting.

 We live in a society of a rich and varied cultural background and at Doris Venner this is recognised and celebrated to the fullest extent. We strive to provide an excellent environment for all children regardless of any disability, faith, culture, colour or gender.

 

Session Times and Fees

Monday, Tuesday, Wednesday, Thursday and Friday Mornings (3 hrs.) 

 9.15am - 12.15pm

 Monday, Tuesday, Wednesday, Thursday  and Friday Afternoons  (2.5 hrs)  

 1.00pm – 3.30pm   

 Children eligible for funding arrive at 12.30pm for afternoon sessions instead of 1.00pm

 Funding includes – 2-15 early childcare for 2 years and children receiving government funding the term after their 3rd birthday. 

 Sessional cost:          £13.00 per 2.5 hours

                                  £14.50 per 3 hours

 

Gift Aid

As a registered charity, since May 2013 we have been accepted for Gift Aid status with HMRC (Her Majesty’s Revenue and Customs. Gift Aid is a great way of increasing the value of Donations at no extra cost to the donor and with minimal administration. Gift Aid allows charities to reclaim the basic rate of tax on voluntary donations (and MMRC approved membership fees) received from UK tax payers. From April 2008 the basic rate of income has been 20% this means that charities can claim an extra 25p for each £1 donated. Higher rate tax payers are entitled to claim personal tax relief of the difference between the higher rate and basic rate of taxpayers themselves. This works out at a rate of 25p for every £1 donated. Gift Aid can be used for our sponsored events.

 

Voluntary Contribution

As we are a charity and self-funding we rely heavily on money raised through our fundraising activities. The government grant for funded 3 and 4 year olds does not cover our daily session fee. We accept the difference at our expense but are keen to try and ensure we are able to continue to provide a richly resourced pre-school, full of activities for children to enjoy. We take pride in offering plenty of choice and regularly replace and update toys and resources. Parents are welcome to make a voluntary contribution and a letter with more details will be sent to all families, we stress that this is a voluntary donation and not a requirement.  

Uniform

Parents may purchase t-shirts and sweatshirts from the pre-school if they wish.

T-shirts cost £5.00 each

Polo shirts £7.50

Sweatshirts cost £8.00 each

Bags £4.50

 

Three and Four year old Funding Explained

Under the Government's Early Education Funding (EEF) scheme, all children are entitled to a free, early education place for 15 hours per week from the term following their third birthday.  The funding will continue until your child moves into a reception class in a maintained school.  The admissions policy in Kingston upon Thames enables children to start in a reception class at an infant or primary school in the September of the school year in which they will become five years of age.  However you could choose for your child to remain in alternative provision i.e. full day care, until the beginning of the term following your child's fifth birthday.  This is when they reach statutory school age, and it is compulsory for your child to attend school.   

What is free early years entitlement?

All three and four year old children are entitled to 15 hours of FREE Early Years (EY) Entitlement per week, across 38 weeks of the year.

You can choose to take this Free EY Entitlement at any of the following registered ‘providers’:

  • Pre-school playgroup
  • Private day nursery
  • Child-minder (who belongs to a registered child-minder network)
  • Maintained nursery school
  • Nursery or reception class in a primary or independent school.  

There are no catchment area restrictions for nurseries or pre-schools. This means that you can send your child to any nursery in the city, if a place is available.

Provision of a nursery place in a particular school does not influence the availability of a place in that school at Primary entry level. 

When can your child access a free place?

Children will receive the free provision from the term after their third birthday as follows:

A child born on or between

can access a free place from

1 April and 31 August

the beginning of the Autumn term

1 September and 31 December

the beginning of the Spring term

1 January and 31 March

the beginning of the Summer term

 

How can the Free EY Entitlement be taken?

The Free EY Entitlement can be taken flexibly within the following limits:

  • The full 15 hours have to be taken over at least two days per week and a maximum of five days per week
  • A minimum of 2.5 hours can be taken in one day
  • A maximum of 10 hours can be taken in one day.

Different settings offer different options at Doris Venner Pre School parents can claim their 15 hours as follows:

3 hours per day morning session or afternoon session over 5 days per week

 i.e.   Monday, Tuesday Wednesday, Thursday, Friday morning

         Monday, Tuesday Wednesday, Thursday, Friday afternoon

         Monday, Tuesday Morning, Wednesday, Thursday afternoon Friday morning (or any other combination)

Splitting between different providers

You can take the Free EY Entitlement at up to two providers. The basic offer is three hours over five days a week, or five hours over three days a week, but many providers will allow you to take the provision flexibly, in a pattern that meets your needs.

For example, your child could have nine hours at a nursery or reception class and six hours with a playgroup, day nursery, child-minder or independent school over the course of 3 days or more.

How do I claim the Free EY Entitlement?

  • You must let your provider know that you would like to claim the Free EY Entitlement and how many hours you would like to claim each week
  • Your provider will give you a ‘Free Early Years Entitlement Declaration Form’ for you to fill in, and they will claim funding on your behalf from the local authority for the Free EY Entitlement
  • Each term, providers have a deadline for claiming this funding. The local authority may not be able to fund a child who has not taken up a Free EY Entitlement place by this date
  • You will need to specify at which provider(s) you would like your child to take their Free EY Entitlement place and how many hours you would like to claim at each provider
  • Funding is for a minimum of half a term; if your child moves to another provider during a term then you need to inform the new provider as soon as possible, to see if a Free EY Entitlement place is available.

Early Years Pupil Premium

The early year’s pupil premium is additional funding for early years settings to improve the education they provide for disadvantaged 3- and 4-year-olds.

Early years providers are any organisation offering education for children aged under 5, including nurseries and childminders.

Nurseries, preschools and childminders can claim EYPP funding. The extra funding is paid directly to the pre-school to help us raise the quality of children’s early education in our setting. We plan the most effective way of using the money to promote children’s learning experience such as:

·        buy new equipment and resources

·        employ extra staff

·        invest in extra training for staff

We have to demonstrate that we have used the funding effectively when we are inspected by Ofsted.

 When can we claim this funding?

We can claim this funding for some three and four year olds receiving early education funding in their setting if:

the family receives at least one of the following:

·        Income Support

·        income-based Job seeker’s Allowance

·        income-related Employment and Support Allowance

·        support under part VI of the Immigration and Asylum Act 1999

·        the guaranteed element of State Pension Credit

·        Child Tax Credit (provided they’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)

·        Working Tax Credit run-on, which is paid for 4 weeks after they stop qualifying for Working Tax Credit

·        Universal Credit

or their child:

·        has been looked after for one day or more (looked after means taken into the care of the local authority)

has been adopted from care

·        has left care under a special guardianship order or residence order

 

We will send out a form for parents to fill out the term that a child is eligible for 3 year old funding. The details on the form are submitted to the local authority for an eligibility check. Details are not shared.

Two year old funding explained

We accept children eligible for the 2 year old funding during our afternoon sessions. To be eligible for free childcare for your two year old (15 hours per week) you must be receiving one of the following:

 

·        Income Support

·        income-based Jobseeker's Allowance

·        income-related Employment and Support Allowance

·        support under Part VI of the Immigration and Asylum Act 1999

·        the Guarantee Credit element of Pension Credit

·        working tax credit earning less than £16,190

·        the child has a current statement of special educational needs (SEN) or an education, health and care plan

·        the child receives disability living allowance

·        Child Tax Credit, provided they are not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190, as assessed by HM Revenue and Customs.

In addition, all children looked after by the local authority will be entitled to a childcare place.

If you think you might qualify to claim funding for your two year old please refer to the dates below to check when your child will be eligible by age and when you should make an application.

·        Children with their second birthday between 1 April and 31 August qualify for funding from the autumn term starting in September – You can submit an application after 31 March.

·        Children with their second birthday between 1 September and 31 December qualify for funding from the spring term starting in January –You can submit an application after 31 August.

·        Children with their second birthday between 1 January and 31 March qualify for funding from the summer term starting in April – You can submit an application after 31 December.

Once you have submitted your application you will receive an acknowledgement by email (or post if you have not given an email address). Your application will then be checked for eligibility. We will then contact you to let you know if your application has been approved and to send you an information pack.

Please note depending on the length of the term, eligibility checking may take several weeks to be completed. However, your response will be sent out giving adequate time for you to make necessary arrangements for your child’s nursery place, once approved.

You can apply by picking up an application form at your local children's centre or completing our online application:

·        Apply online for 15 hours of free childcare and early education for two year olds

 

The Learning Environment

At Doris Venner Pre-School we aim to provide a happy, stable and caring environment enabling all children aged between 2 years and 5 years to reach their full potential at their own pace, through both child and adult initiated learning experiences.

 

We promote equality of opportunities and positive attitudes to issues that arise both from a multi-cultural society and from those with disabilities. Staff are positive role models and supportive of children’s individuality, culture and learning experiences.

 

We take into account a child’s individual needs, their interests and choices, as well as encouraging the involvement of parents and carers, to build on what has been learnt at home.

 

We operate a free flow approach enabling all children to access all areas of the curriculum throughout the session. Planning is based on the Early Years Foundation Stage Statutory framework, working towards the Characteristics of Effective Learning incorporating the seven areas of learning.                                        

 

Play underpins all development and learning for young children. Most children play spontaneously, although some may need adult support, and it is through play that children develop intellectually, creatively, physically, socially and emotionally.

 

At Doris Venner we ensure through weekly planning meetings that our curriculum is exciting, varied and progressive and incorporates adult framed (child initiated) and adult supported (adult led) activities. Our curriculum sets children challenges appropriate to their stage of development.

 

At Doris Venner we are guided by the Overarching Principles set out in the Early Years Foundation Stage. (EYFS)

 

 There are four main themes:

 

A Unique Child: Every child is constantly learning and can be resilient, capable, confident and self assured

 

Positive Relationships: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person

 

Enabling Environments: The environment plays a key role in supporting and extending children’s development and learning. Children’s experiences respond to their individual needs When there is a strong partnership between practitioners/parents/carers children learn and develop well.

 

Learning and Development: Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

 

Characteristics of effective learning;

 

Playing and exploring – engagement

Including finding out and exploring, playing with what they know, being willing to have a go

 

Active learning - motivation

Including being involved and concentrating, keeping trying, enjoying achieving what they set out to do

 

Creating and thinking critically – thinking

Including having their own ideas, making links, choosing ways to do things. 

 

Our Curriculum

We provide a caring and loving environment where high quality of play and education are used to stimulate and encourage your child’s social, emotional, intellectual and physical development.

We believe that the early years are the time to set children’s foundations for future learning through fun and physical growth.

We recognize and promote the idea that play is the most natural, effective and powerful way children learn. Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.

Through play, children at the pre-school learn to concentrate, try out new ideas, imitate grown ups, explore the world around them, develop their imagination, participate, share and socialize. We feel children at play are the most passionate explorers, and are constantly making new discoveries.

Our curriculum is diverse and well balanced giving opportunities for all children to participate in creative play, manipulative play, imaginative play, physical play, play with natural materials and activities to encourage scientific interest, reasoning skills and individual choice making.

 

Areas of Learning and Development

There are seven areas of learning and development, all important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, building their capacity to learn, and form relationships and thrive. These areas are known as the prime areas:

 

Communication and language

Physical Development

Personal, social and emotional development

 

Personal, Social and Emotional Development

 

Encourages children to develop a positive sense of themselves and others and 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 to have confidence in their own abilities.

 

Self-confidence and Self-awareness- enables children to gain confidence to try new activities, say why they like some activities more than other. Develop confidence to speak in familiar groups, talking about their ideas, resources they will need for a chosen activity and say what they do and don’t like.   

 

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

 

Managing feeling and behaviour – enables children to 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. Helping children to work as part of a group and understand and follow rules. Supporting children to adjust their behaviour to different situations, and take changes of routine in their stride.

 

Communication and Language

 

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

 

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

 

Understanding- enables children to follow instructions involving several ideas or action, answering ‘how’ and ‘why’ questions about their experiences and respond to stories and events.

 

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

 

Physical Development

 

Encourages children to be active and interactive, to develop their co ordination, control and movement and to help children understand the importance of physical activity, making healthy choices in relation to food.

 

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

 

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

 

The four specific areas support and strengthen the prime areas:

 

Literacy

Mathematics

Understanding of the world

Expressive arts and design

 

Literacy

 

Encourages children to link sounds and letters and to begin to read and write and ensures children are given access to a wide range of reading materials to ignite their interests.

 

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

 

Mathematics

 

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

 

Shape, space and measure- enables children to use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. To recognise, create and describe patterns and explore characteristics of everyday objects and shapes, and use mathematical language to describe them.

 

Understanding the world

 

Encourages 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.

 

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

 

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

Technology- enables children to recognise that a range of technology is used in places such as homes and schools. To select and use technology for particular purposes.

 

Expressive arts and design

 

Encourages children to explore and play with a wide 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.

 

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

 

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

 

Both prime and specific areas are equally important. At Doris Venner we focus on the prime areas for children aged two, incorporating the specific areas as children    develop.  The aspects set out in the specific areas of development continue until children reach the end of reception at school. (aged 5 -6 years).

 

At Doris Venner we believe good planning of our curriculum is key to making children’s learning effective, exciting, varied and progressive, it enables us to build up knowledge about how individuals learn and make progress and enables us to sustain a successful learning environment.

 

We have, and are proud of our high ratio of adults to children, which ensures

individual attention to the needs, and development of each child.

 

Progress check at age two

 

From September 2012 the Pre School must complete a progress check set out in the statutory framework.

 

The aims of the progress check are to:

 

·        review a child’s development in the three prime areas of the EYFS

 (communication and language development, physical development and personal, social and emotional development);

·        ensure that parents have a clear picture of their child’s development;

·        enable practitioners to understand the child’s needs and plan activities to meet them in the pre school;

·        enable parents to understand the child’s needs and, with support from practitioners, enhance development at home;

·        note areas where a child is progressing well and identify any areas where progress is less than expected; and

·        describe actions the pre school intends to take to address any developmental concerns (including working with other professionals where appropriate).

 

The pre school will provide parents with a short written summary of their child’s development.

 

Key Person

 

Our key person system gives each member of staff particular responsibility for a group of children.  The key person has special responsibilities giving the children the reassurance to feel safe and cared for and building relationships with their parents. The key person will help the child to become familiar with the Pre-School and to feel safe and confident within it. They will also talk to parents to make sure that the needs of the child are being met appropriately, and that records of development and progress are shared with parents and other professionals as necessary. In addition the key person is able to tailor the Pre-School’s curriculum to the unique needs of each individual child. The key person system maintains links with the child’s home setting, working with parents through shared record-keeping to ensure that all children are supported in reaching their full potential.

Our keyworker system is flexible to meet children’s and parent’s needs. At Doris Venner we recognise that children may build strong relationships with different team members and we aim to ensure that children are able to seek comfort from staff of their choosing and as their skills develop they may become more attached to other members of staff, parents and children can seek out any member of the Pre School team they feel comfortable with, however, all paperwork will remain the responsibility of the  named keyworker, i.e. writing termly reports, keeping learning journeys up to date and children Individual Development Map, charting progress.  


Record Keeping

 

Children are individuals first, each with a unique profile of abilities. All planning starts with observing children in order to understand and consider their current interests, development and learning.

All staff observe children to find out about their needs, what they are interested in and what they can do. Staff note children’s responses in different situations and through observations staff are able to highlight children’s achievements or their need for further support. We involve parents as part of the ongoing observation and assessment process. All parents receive a termly report on their child’s progress which includes staff aims for the child and the child’s aims. Parents are encouraged to comment on the form their aims for their child.

 

By using the information on Learning and Development, as set out in the EYFS, to support continuous observational assessment staff will form a view of where each child is in their learning, where they need to go, and the most effective practice to support them in getting there.

 

All effective assessment involves analysing and reviewing what staff know about each child’s development and learning which enables staff to make informed decisions about the child’s progress and plan next steps to meet their development and learning needs. This is called assessment for learning.

 

Formative assessment is the type of assessment based on observations, photographs, video, things the children have made or drawn and information from parents. It informs our curriculum planning.

 

Summative assessment is a summary of all the formative assessment done over a long period and makes statements about the child’s achievements. The EYFS Profile is the summative assessment completed by staff and forwarded on to the child’s next setting. It summarises children’s progress towards the early learning goals. It can also be informative in that it informs and guides the medium term and long term planning of the curriculum.


Two way Communication


We believe smooth and positive transitions ensure continuity of care which is critical to children’s ability to thrive and learn therefore if children attend our Pre School and also attend another setting i.e. day nursery, child-minder, school or pre-school etc we recognise the importance of shared communication between both settings. We have a system in place to ensure this is possible to benefit a child’s interest and learning. We implement a two way diary which is used to record a child’s interests each day; this is then given to the parent/carer  to forward to the other setting who we hope will complete and return in the same way. This will follow a child throughout their time at our Pre-School and will help us to ensure we complement the activities others offer and provide a good programme overall meeting the child’s needs. Wherever possible we will try to visit the other setting and encourage them to visit us to help us gain a better understanding of the learning environment. We will always seek parental permission before we make contact with the other setting.

 

Learning Journeys


Each Pre-school child has a learning journey, which is designed as an additional "link" to further promote good relationships between Pre-school and home. Photographs, paintings, drawings, stories etc undertaken by your child during sessions is entered into this book.

These books are a two way partnership, we encourage parents to contribute to the books with photos, drawings, activities children have taken part in outside of Pre School and activities and events children take part in during half term and holidays.

Books are sent home periodically during the school year. The books are presented to parents when their child leaves the pre-school. 

 

Weekly Newsletter

A weekly newsletter is given to parents/carers informing them of the curriculum/activities planned and any additional information regarding key events, resources needed etc.

 

 Settling In Guidance for Parents

 

Children settle into Pre School in lots of different ways. Some children will

Confidently settle into Pre School as soon as they come in. Other children

may be nervous and anxious about leaving their beloved parent. Most children will be somewhere in between.

Please be reassured and try not to worry if your child experiences difficulties – it is a very normal part of a child’s development to be anxious, nervous or angry about being left. We also recognise that many parents will find this a

difficult and sometimes upsetting process. We hope that we can use our

experience to support you and your child in whatever way suits you and your child.

Please remember that we require all parents and carers to help their child

settle in.

 

 In our experience, all children benefit greatly when the Pre School works closely with the family on settling in.

Children can be helped to settle in by their parents and other important people who they know well and can be comforted by – aunts, uncles and grandparents

 

For example.

 

The settling-in period

 

Different children need different amounts of time to settle in. We recommend that you plan for two weeks to support your child.

 

The settling in process gives you a chance to check out:

 

·        how the staff work

·        What kinds of experiences we offer to the children.

·        You will be able to see how we:

·        play with children

·        talk with them

·        have fun together

·        set boundaries for children

·        deal with difficult behaviour.

 

Ways to support your child


By making sure you are available to support your child, to ease the transition for your child from home to Pre School, and to help staff get to know your child. At this stage it might be best to be available to your child but not too interesting! In other words, it might be best to avoid getting deeply involved

in your child’s play at this time. This allows members of staff to make a judgement about engaging your child in experiences. However, you are the parent and we will support you in judging how to handle this for the best. We are aware that both you and your child may be feeling stress at some points, and your child may not appear to be on “best behaviour”. Please don’t worry about this – it is all part of the process. As adults, if we try to relax as much as possible and remain confident, this will help the children.

Finally, it is for you to judge – with the support of the key person – when your child is ready to be left in the Pre School with the staff. Your child might be very sad at the moment of parting, but if the settling in process has gone well she or he will be able to manage this with the support of the key person and other members of staff. If your child continues to be upset after you have gone, please be reassured that we would contact you and would not put your child through an ordeal. It is still important for you to say goodbye to your child clearly, so that your child knows what is going on and can express how he or she feels about it. Some parents find it easiest to set a limit on how long they will stay at dropping-off time, for example “I’ll read two books with you and then it will be time for me to go.” It is up to you how you manage this, but please do ask for support or advice if it will be helpful. It is not uncommon for a child to settle very well into the nursery, and then unexpectedly a few weeks later to find it difficult to come in. This might be for any one of a variety of reasons, and again we will offer our support or help if you would like it.

 

 At any stage of the process – if you would like to talk to someone, or need

ideas, or support, or help … then please talk to your key person, or the Manager It is best to arrange to do this in a private space – not in front of your child.

 

As a staff, we are committed to working closely and supportively with parents and carers. We look forward to developing a relationship with you.

Please let us know if you find this guidance helpful - or if you would like to suggest changes to it. Most of our best learning comes through getting feedback from parents and carers.


Tips


It is a good idea for your child to bring something of comfort for the first few sessions, i.e. a favourite toy, dummy, muslin etc. Something familiar from home can help a child feel more secure.

If English is not your child’s first language it can be helpful to staff if parents give us some words of comfort in home language for us to use with your child. Even if your child has a basic understanding of English these words spoken in their home language can be helpful.

By telling your child you are going shopping to buy something specific like a loaf of bread and arriving at pick time with that item can help them realise you mean what you say.

 

Please feel free to phone the Pre School at anytime to check on your child’s progress.

 

Keeping Children Safe

 

It is our duty to ensure all children are kept safe; the pre-school have procedures that we have to comply with regard to Child Protection set by the Area Child Protection Committee. The pre-school Manager (Maria Churchill) is the pre-schools Child Protection Officer and works with the staff on any issues that regard Child Protection and has a duty to report concerns about the welfare of children to the Social Services District Office. Please refer to our Safeguarding Policy for more information.

 

Sickness and Absences

 

In the event your child will be absent from pre school it is good practise to inform us giving details, i.e. sickness, holiday etc.

If you child has diarrhoea or vomiting or any infectious diseases they may not attend for 48 hours after the last bout.


The Role of Parents

We believe that children benefit most from education and care when parents and the

Pre- School work together as a partnership. We acknowledge that parents are the prime educators of their children. We therefore welcome and encourage parents:

 

·        to work in the pre-school with the children,

 

·        to actively participate in sessions by sharing your own interests and/or skills

           with the children,

 

·        to offer ideas and suggestions,

 

·        to assist with fundraising and join the Fundraising Group,

 

Helping at a session is an excellent way of seeing what the day-to-day life of the

Pre-School is like and provides the opportunity to help children get the best out of their activities. You can join in a Pre-school session, to assist the staff and help the children. Help is always appreciated!

 

If you have a particular interest/hobby/special collection etc, that you feel may be of

interest to the children please liaise with the Manager. Wherever possible the staff

will arrange for you to participate in a session(s) to show and talk to the children about your interests.

 

If you cannot assist during a session, there are other ways in which you can help:

 

·        For Pre-school activities, a weekly newsletter is provided detailing the theme for that half term and the weekly topics. If you have any items that can be brought in applicable to a particular topic, the staff will be most appreciative.

·        You can contribute with any ideas/suggestions for activities/crafts etc, that you feel may be appropriate, either in connection with a particular topic that is being explored or just generally. The staff will welcome your suggestions.

 

·        You may like to consider joining the Trustee Committee or the Fundraising Group. There are a number of different roles and the Committee is always looking for interested parents. Just speak to any Committee member, the Fundraising Coordinator or a member of staff and they will put you in contact with the right person.

 

·        By supporting our fundraising activities, whether helping to organise an event or simply participating. As mentioned above, the success of the fundraising group impacts directly on the overall standards and success of the Pre-School.

 

Role of the Trustees

As DVP is a registered charity, we are required to elect a board of Trustees. Trustees are all either parents of children currently attending the pre-school or else parents of children that have attended in the recent past.

Trustees are responsible for the overall management and control of the pre-school under the school’s constitution. The main duties are to ensure the charity remains solvent, is well run and delivering the charitable outcomes for the benefit of the children for which it has been set up.

It is quite normal for the membership of the Management Committee to change as children leave to start their full time education and their parents resign for the Committee. The schools Constitution require a minimum of 5 Trustees and a maximum of 12.

We would be pleased to hear from any prospective parents who might have an interest in becoming a trustee. Please pass on your interest in the first instance to the DVP Manager (Maria Churchill) Each Trustee is elected to serve for one year at a time, existing trustees can offer themselves up for re- election along with potential new Trustees. A vote takes place at the Pre Schools Annual General Meeting which is usually held in October every year. 

 

Role of the Fund Raising Committee

The purpose of the fund raising committee is to plan and arrange various fund raising events throughout the year, these events include, cake sales, Fairs, Race Nights, Pamper evenings, DVP cook book and any other ideas parents may have. Meetings are held to discuss ideas and arrange these very valuable events


Events and Fundraising

During the year the Committee organize a number of fundraising and social events. These vary from year to year and if you have any ideas please let us know. We fundraise to buy new toys, equipment and resources which are always much needed in the pre-school. It is expected that parents/carers participate, help and support the pre-school in such events to make them successful.

Policies and Procedures

We have a comprehensive list of policies, which are designed to offer the best possible experience for the children & families in the group. They are reviewed/updated regularly by the staff & committee. Your comments & suggestions are always welcome. A brief synopses of our main policies are below;

 

BEHAVIOUR MANAGEMENT POLICY  -STATEMENT OF INTENT - We believe that children and adults flourish best in an ordered environment in which everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else.

 

CHILD PROTECTION POLICY - STATEMENT OF INTENT – Doris Venner Pre-school wants to work with children, parents and the community to ensure the safety of children and to give them the very best start in life.

 

COMPLAINT PROCEDURE - STATEMENT OF INTENT - At Doris Venner Pre-School we aim to ensure all children, parents and carers feel valued. We believe everyone is entitled to expect courtesy and prompt careful attention to their needs and wishes, it is our intention to work in partnership with parents and the community and we welcome suggestions of ways to improve the Pre School at any time.

 

EQUALITY & DIVERSITY POLICY-.STATEMENT OF INTENT - Our pre-school is committed to providing equality of opportunity and anti-discriminatory practice for all children and families.

 

HEALTH & SAFETY POLICY - STATEMENT OF INTENT -We believe that the health and safety of children is of paramount importance. We make our pre-school a safe & healthy place for children, parents, staff & volunteers.

 

CONFIDENTAILITY POLICY- STATEMENT OF INTENT – It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality pre-school care and education.

 

Other policies include:

 

Admissions

Allegation against a member of staff

Illness Guidance

Lost Child

New Student Placement

New Staffing and Employment

Outside Play

Outings

Parental Partnership

Premises

Risk Assessment

Record keeping

Special needs

Social Network

Whistle Blowing

Toy

 

All policies and procedures are made readily available for parents to read on our parent information table daily, copies are available on CD rom. We encourage parents to make sure they are aware of all our policies and procedures.

 

Useful Information

Please ensure all items of clothing are clearly labelled with your child’s FULL name. The pre-school cannot be held responsible for the loss of clothing or personal belongings.

Parents are asked to make a voluntary contribution to our snack cafe. This may include donations of 2-3 pieces of fruit a week or 50p in our fruit tin.

Children are encouraged to wear aprons for messy activities however we advise parents to dress their children appropriately especially when toilet training, all clothing should be manageable for their child.

Parents should inform us of holiday dates and sickness.

If your child has sickness or diarrhoea they should remain absent from Pre- School for 48 hours after the last bout. The Pre-School must be notified of any cases of infectious diseases’ 

Request for additional sessions must be put in writing.

Half a terms notice is required should the child’s place no longer be needed.


Our Team

Manager                                                   Maria Churchill

 

Deputy Manager                                      Jane Foskett

 

Inclusion Officer (SENCO)                        Sam Gilbody

 

Named Child Protection Officers               Maria Churchill

 

Named Equal Opportunities Officer            Jane Foskett

 

Named Health and Safety Officers             Wendy Pilgrim/Maria Churchill

                                                                

Senior Pre-School Practitioners      

Jennie Brooks 

Sam Gilbody

Karen Jones

Jo Mason

Wendy Pilgrim

Pre School Practitioners 

Nicola Boakes

Jenna Brown

Denise Dodd

Wendy Gadd

MiYoung Harris

Eva Kasubova

Elaine Munroe

Faye Nash

Beverly Swires


Contact details

 

Doris Venner Pre-School

The Venner Youth and Community Centre

The Manor Drive

Worcester Park

Surrey

KT4 7LG

Tel 020 8330 3672

Charity Number 1036207

Email: Maria.Churchill@dorisvenner.co.uk