Pine Pixies Pre-School

Early years prospectus

Name of provider:    Pine Pixies Pre-School

Ofsted Unique Reference Number: EY233820

Address:  St Luke’s Parish Hall Kirklake Road Formby L37 2DB

Telephone numbers: Setting landline: 01704 833039   Setting mobile:07522011524    Owner/Registered Person: 01704 571920                    

Email: pinepixiespreschool@aol.co.uk 

We’re not just a pre-school; we are an extension of your family.

Our mission statement is: Every child is a unique individual following their own pathway of development. At Pine Pixies Pre School we aim to ensure that they are always listened to, treated with the respect and dignity which they deserve and encouraged along that pathway of learning. We will work with parents, carers and other professionals in order to do our very best for each child in our setting. 

Our setting aims to:

provide high quality care and education for children below statutory school age;
work in partnership with parents to help children to learn and develop;
add to the life and well-being of the local community; and
offer children and their parents a service that promotes equality and values diversity.                                                                              

Parents

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

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

We aim to ensure that each child:

 is in a safe and stimulating environment

 is given generous care and attention, because of our high ratio of qualified staff to children, as well as sometimes volunteer parent helpers

 has the chance to join with other children and adults to play, work and learn together

 is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do

 has a personal key person who makes sure each child makes satisfying progress;

 is in a setting that sees parents as partners in helping each child to learn and develop and  is in a setting in which parents help to shape the service it offers.

Children's development and learning

The provision for children's development and learning is guided by The Early Years Foundation Stage. Our provision reflects the four guiding themes and principles of the Early Years Foundation Stage.

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. the framework covers the education and care of al 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 of:

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 children should be 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 ‘Development Matters’ guidance sets out the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.

Personal, social and emotional development

Our programme supports children to develop:

  •   making relationships
  •   self confidence and self awareness
  •   managing feelings and behaviour

Physical development

Our programme supports children to develop:

  •   moving and handling
  •   health and self-care

Communication and language

Our programme supports children to develop:

  •   listening and attention 
  • understanding 
  • speaking

Literacy

Our programme supports children to develop:

  •   reading
  •   writing

Mathematics

Our programme supports children to develop:

  •   numbers
  •   shape space and measure

Understanding the world

Our programme supports children to develop:

  •   people and communities
  •   the world
  •   technology

Expressive arts and design

Our programme supports children to develop:

  •   exploring and using media and materials
  •   being imaginative

Our approach to learning and development and assessment

Learning through play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think.  Our setting uses the Early Years Foundation Stage ‘Development Matters’ guidance, to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities information from the Development Matters guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

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 Development Matters guidance to the Early Years Foundation Stage as:

  •   playing and exploring - engagement
  •   active learning - motivation
  •   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 ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development.

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different nursery or when they go on to school.

Key persons and your child

Our setting uses a key person approach. This means that each member of staff has a group of children for whom she/he is particularly responsible. Your child's key person will be the link between home and pre-school and the person who works with you to make sure that what we provide is right for your child's particular needs and interests. When your child first starts at the setting, she/he will help your child to settle and throughout your child's time at the setting, she/he will help your child to benefit from the setting's activities.

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 learning and development areas of the EYFS: personal, social and emotional development; physical development; and communication and language; when a child is aged between 24 - 36 months. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

Two year old offer-in addition to the three and four year old free early education places, some two year olds will also be eligible to receive 15 hours of early education, although strict criteria applies. To find out more, contact your Health Visitor, nearest children’s centre or early years provider. Full eligibility criteria and application forms can also be downloaded at: www.sefton.gov.uk/childcare

Records of achievement

The setting keeps a record of achievement for each child. Staff and parents working together on their children's records of achievement is one of the ways in which the key person and parents work in partnership. Your child's record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child's key person will work with you to keep this record. To do this you and she/he will collect information about your child's needs, activities, interests and achievements. This information will enable the key person to identify your child's stage of progress. We aim to have a parent/key worker meeting each term, where you can see your child’s development file and both of you will then discuss your child and his/her progress.

Due to the information we need to keep on your child in line with the EYFS requirements, a minimum of 2 sessions per week is essential when starting at our nursery.

Working together for your children

In our setting we maintain the ratio of adults to children in the setting that is set through the Safeguarding and Welfare Requirements. We also have volunteer parent helpers and students 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

Staff training is ongoing each term; full list of qualifications and courses attended is available on request.

The staff members you will meet at our setting are:

Name

Job Title

Qualifications

1   Catherine Regan

Owner/Registered Person

NNEB diploma in Nursery Nursing

2   Lynda Birtles

Joint Manager

First Designated Safeguarding Person

Playwork level 3 

Early Years & Child Development

NVQ 3

3   Martine Platt

Joint Manager & SENCO

 (Special Educational Needs

 Co-Ordinator)

Deputy Designated Safeguarding Person

NVQ Level 3

4  Alesha Carr

Practitioner and Parent Champion

BA (Hons) Supporting Children’s Learning and Development 

5   Kay Pont

Practitioner

NVQ Level 2

6   Sue Cummins

Practitioner

NVQ Level 3

7  Zoe Cooper

Practitioner

NVQ Level 3 

8   Christine Craven

Practitioner City and Guilds QCF level 3 

9   Linda Costello

Student

Undertaking NVQ level 3
 

We are open 5 days each week for 38 weeks each year.

The times we are open are 9am to 3pm.   

We provide care and education for young children from two years.

How parents take part in the setting

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

exchanging knowledge about their children's needs, activities, interests and progress with the staff

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, make and look after the equipment and materials used in the children's play activities

joining in community activities in which the setting takes part; and

building friendships with other parents in the setting.

Joining in

Parents can offer to take part in a session by sharing their own interests and skills with the children. Parents can also help us to enhance our garden area or join in our gardening with the children.

Learning opportunities for adults

As well as gaining qualifications in early years care and education, our staff members take part in further training to help them to keep up-to-date with early years care and education.

The setting also keeps itself up-to-date with best practice in early years care and education, as a member of the Pre-school Learning Alliance, through the Under 5 magazine and publications produced by the Alliance as well as Nursery World.  

Evaluations

The setting has ongoing evaluations to deal with the routines, setting up of the various areas, staffing, policies and management. Staff and parent questionnaires from time to time are sent out and the information used to improve our setting and its practices.

The setting's timetable and routines

Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in the setting are provided in ways that:

  •   help each child to feel that she/he is a valued member of the setting;
  •   ensure the safety of each child;
  •   help children to gain from the social experience of being part of a group; and
  •   provide children with opportunities to learn and help them to value learning.

The session

We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others.

Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them, we stimulate their interest in the natural world they see every day and the changes that happen.

The day

The setting organises the day so that children can take part in a variety of child-chosen and adult-led activities. These take account of children's changing energy levels throughout the day. The setting caters for children's individual needs for rest and quiet activities during the day.

Snacks and meals

The setting makes snacks and meals a social time at which children and adults eat together. If staying over lunchtime, we ask parents to provide a healthy and nutritious lunch for their child to bring in. We provide morning and afternoon snacks which consist of fruit and milk or water. Do tell us about your child's dietary needs; we will make sure that these are met.

We do not have grapes as a snack food due to the amount of news articles over children choking. We are also including cocktail sausages in this. Therefore we please request that children do not bring in grapes or small sausages in their lunch boxes.                                                         

Children have access to fresh drinking water at all times. We ask parents to fetch in a named container which we fill with water each session; we always have a jug of water and cups available also. The first option gives children the independence to drink when they feel the need and spills are immediately dealt with without making the child feel upset.

Please note: To protect children with allergies and additive sensitivity we are unable to permit juice in ‘water’ bottles.  Juice brought in will be changed for water or handed back to parents at the end of the session, which is our policy and we ask for your support on this policy. If children do not drink water, then milk will be provided. All children are offered a drink throughout every session during snack time and always given a drink when they ask.

Where possible we will try to accommodate specific individual needs.

The Food Standards Agency states ‘Sweet drinks also damage the teeth, especially if sipped from a bottle over long periods between meals. So, keep drinks such as fruit juices or squashes to mealtimes, and try to encourage your child to drink water or milk in between.”

Regarding birthdays: parents can fetch in ‘shop bought’ cakes and sweets which will be given out at home time. Due to the food regulations now, we do need to ensure everything we give the children is monitored and date checked. We are extremely careful with children with allergies so need to ensure we know what they are consuming whilst in our care. We ask that parents support us on this reasonable safety policy.

Policies

Copies of our policies and procedures are available for you to see at the setting, please ask to view any policy. If you give us notice you can always request a printed copy of any policy.  Our parent notice board is situated in the hallway above the coat pegs, please do stop and have a look at our board as it contains valuable information. The setting's policies help us to make sure that the service provided by the setting is a high quality one and that being an active member of the setting is an enjoyable and beneficial experience for each child and her/his parents.

The practitioners are encouraged to participate in policy updates and they all have the opportunity to take part in the continual review of the policies should they wish to do so. Reviews help us to make sure that the policies are enabling the setting to provide a quality service for its users and the local community.

Safeguarding children (Policy available upon request)

Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’.

Our recruitment and employment practices ensure children are protected against the likelihood of abuse in our settings and we have a procedure for managing complaints or allegations against a member of staff. All practitioners are trained in safeguarding management and procedures. This training is updated when necessary. Students and people working in our setting are also made aware of our policies and work within them.

Our special way of working with children and their parents ensures we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty.

Our rigid password procedures ensure that nobody you have not stated or given the password to, collects your child. Please ensure you can always be contacted by phone when your child is in our care.

We work under the guidance of ‘Sefton LSCB Multi-Agency Safeguarding Procedures’ and amongst other legislation, section 26 of the Counter-Terrorism and Security Act 2015.

Special needs

As part of the setting's policy to make sure that its provision meets the needs of each individual child, we take account of any special needs a child may have. The setting works to the requirements of the 1993 Education Act and The Special Educational Needs Code of Practice (2015). Our Special Educational Needs Co-ordinator and first port of call for parents is Martine Platt, who oversees all is in place and transitions are organised appropriately.

The management of our setting

The setting is owned and managed by Catherine Regan

The Owner/Manager is responsible for:

managing the setting's finances;

employing and managing the staff;

making sure that the setting has, and works to, policies that help it to provide a high quality service; and

making sure that the setting works in partnership with the children's parents.

The day to day running of the setting and our parents’ first port of call for any issues are handled jointly by Lynda Birtles and Martine Platt, who are also our designated safeguarding staff.  

Fees and grant funding

We accept children on the Two Year Old Offer, Three and Four year old funding, fee paying and work related vouchers. If your child’s fees come under grant funding you do please need to keep their placement up to date and attendance good as it may need to be refunded back to Sefton if not.  The fees are invoiced termly and we ask parents to pay direct into the bank if possible. Fees must still be paid if children are absent, although special circumstances may alter this. If your child is to be absent over a period of time, please tell the day to day management or Catherine’s contact details are email: reganclan@hotmail.com  or pinepixiespreschool@aol.co.uk alternatively you may telephone 01704 571920 up to 6pm.

For your child to keep her/his place at the setting, you must pay the fees owed on time and keep us up to date with changes if your child does not attend for a period of time.  We are in receipt of nursery education funding for three and four year olds as well as some two year olds; where funding is not received, then fees apply. If your child attends more than the set agreed grant funding, then fees apply. A late payment charge of £1 per day will apply if the invoice is not paid on time and an overdue invoice has been sent out, so if you are having problems with payments please discuss this with Catherine.

Starting at our setting

The first days

We want your child to feel happy and safe with us. To make sure that this is the case, the staff will work with you to decide on how to help your child to settle into their new surroundings. The setting has a policy about helping children to settle in:  a copy is enclosed in this prospectus.

Clothing

We provide protective clothing for the children when they play with messy activities, although some children have been known to decline so please ensure they wear clothing which is not their best. We also ask that clothing is warm enough for them to play outside in our garden on cooler days.

We do have spare clothing but children feel happier sometimes in their own, so if you could put some in their bag in case they get wet or messy it may help. Please ensure ALL clothing, wellington boots, pumps and bags are clearly named.

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. Regarding footwear, from September 2016 for safety reasons, we ask that all children attending must wear pumps for inside and wellington boots for outside.

We hope that you and your child enjoy being a part of our setting and that you both find taking part in our activities interesting and stimulating. The staff members are always ready and willing to talk with you about your ideas, views or questions.

Accidents and illness: If children appear to be ill in the morning then we ask parents not to bring them into pre school for obvious reasons. (Please read Health & related incidents) However, illness can occasionally strike children very quickly.  Because of this, we prefer to have two contact numbers to enable us to locate parents fast. In case of accidents we always have a qualified first aider on hand at all times who can take charge if a child takes a tumble etc.  Our policy is to first try to contact parents. Of course if the situation dictates we will always immediately contact an ambulance or professional medical assistance as soon as possible. For our practitioners, the safety of your child is the main priority. Any parents who have children needing to have medicines or inhalers administered within our session times should fill out the correct documentation, please ask one of the Managers or the SENCO. We cannot stress enough the importance of always ensuring that the named contacts are available, if this changes even during a week’s holiday you must inform us.

Medicines/inhalers

Please ensure that you have informed staff if your child has medicines with them. We do have a form which parents are required to complete if it is necessary for us to administer medicines. All medicines need to be stored safely by staff. Please hand any medicines/inhalers to a member of staff. Please do not leave medicines/creams/lotions in bags on pegs, as children obviously have access to this area. 

Health & related incidents:

If a child is unwell during pre-school we shall endeavour to contact you or the person next to you on the contact list to take your child home. If this illness involves any form of stomach related complaint it is pre-school policy that the child remains at home until they have been eating normally and had no more symptoms for a period of 48 hours, please respect our policy on this as we have to think of the other children in our care.

Health agencies advise that once this period has passed any symptoms should not reoccur. If you have attended a doctor who has subsequently prescribed a course of medicine, the child would normally be kept off pre-school until the full course of medicine has been completed. However, the GP may indicate that the child can return before the course is completed. In this case, we would hope that the parent can give the dose before or after the session ensuring practitioners are made fully aware of any side effects. We do have a form which parents are required to complete if it is necessary for us to administer medicines. This policy on parental permission also includes sun lotion.

If your child has an accident in pre-school, practitioners will (if it is serious) contact you as soon as possible. Minor accidents will be dealt with by one of our First Aiders. All injuries will be reported in writing within our setting, practitioners will also pass on verbal messages to parents and carers regarding any injuries.

Attendance:

Managers keep a daily attendance register, we also ask parents/carers to sign the children in and out of each session.  If any children are unable to attend for any reason then we ask to be notified as soon as possible.  When a child is collected by a person other than the ‘usual’ guardian, practitioners will require a ‘password’ for security measures from the person in order to release the child, this person’s name must also have been entered on our Child Information Sheet on entry and updated as necessary. Please ensure you have told us all the people who may collect your child. Sometimes parents have arrangements with each other and share the role of dropping off and collecting children, please ensure these parents are on your child’s list or we cannot release them. These rules are put into place to safeguard your child.

We need to ensure that a parent can always be contacted by phone when their child is in our care.

Complaints procedure:

Staff on duty will always strive to address the immediate concerns of parents/carers. However, in the event of apparently unresolved complaints regarding any aspect of Pine Pixies Pre-school childcare facility, parents/carers are advised to contact the following persons/authorities to express their pressing concerns.

The Manager on duty at the pre-school facility.

The Owner/Overall Manager, Mrs C.M.Regan.Tel:01704 571920.

Email: pinepixiespreschool@aol.co.uk   

OFSTED – Office for Standards in Education, Early Years Directorate, Piccadilly Gate, Store Street, Manchester, M1 2WD. Telephone: :  0300 123 1231      

Email enquiries@ofsted.gov.uk

Home/school diary

Every child will be issued an exercise book/diary. This book is to ensure information is passed between pre-school and yourselves. Often mornings are busy and it isn’t always possible for parents to speak to staff. Childminders or grandparents may drop off or pick up.

This book can be used to share a variety of information, some examples are:

Didn’t sleep well last night, tired today.

Have recently been unwell

Achievements e.g. swim award, learned to ride bike.

Interests at home, counting, baking, puzzles.......anything! We will use this information to plan activities your child will enjoy.   

Events, family birthdays etc.

The main aim of this book is to ensure that we are fully aware of your child’s feelings, needs and interests so that we can plan accordingly to ensure that your child is happy, develops and learns. You know your child best and we value any information you can share with us.

There is a home/school diary box on the desk as you sign your child in. Please pop it in each day, this ensures that we can inform you of any of the above when appropriate. Many thanks.

We comply with health and safety regulations and the Welfare Requirements of the EYFS in making our setting a no-smoking environment - both indoor and outdoor.

Pine Pixies Pre-School

Settling in policy

When parent makes first contact they are asked if their child has attended any other groups or childcare facilities.

We ascertain whether the child is used to being away from the main parent/carer for short periods.

We find out if they already know any of the children already attending.

Parent/carer is made fully aware that we do not leave children crying, if we cannot distract with activities and they are still unhappy, then we will contact them.

A visit is set up for parent/carer to see facility and chat to staff and for the child to have a play and see what we have on offer.

At the visit we usually get a general feeling for how the child will settle in and whether they are comfortable enough to play fairly independently.

It is suggested that they fetch in a named bottle for water so they feel able to have a drink when they wish. Spare clothes also in a bag, we have our own but children sometimes feel more comfortable in their own familiar clothes.

If the child is having a few problems settling, then we try many different techniques suited to the family’s needs

Techniques for settling in

Parent may stay for a short while to play with their child until they feel happy to slip away or explain they will soon be back. We prefer the child to know you are leaving and will be back to collect them after a play.

Child starts for shorter periods, lengthening the time as they become more confident.

Child is passed into the arms of one of our practitioners as parent/carer leaves, but if child still does not settle parent is phoned to return.

Partnership with parents is extremely important here, in order that the parent and child equally feel they are happy and comfortable to separate from each other, in the knowledge that in a short time they will be rejoined.

It needs to be a positive experience for both parties and our staff will help you to find the right technique for your child.

 

Sessions and charges from September 2017

 Due to the need to open for 30 hours our new sessions are below.

 Monday to Friday term time only (38 weeks per year)

 Full day (6 hours) 9am-3pm

 Half day (3 hours) 9am-12 noon or 12 noon-3pm

 9-1pm (4 hours)

 Fees for all hours not covered by a grant will be:

 Full day (6 hours) 9am-3pm = £39

 Half day (3 hours) 9am-12 noon or 12 noon-3pm = £19.50

 9-1pm (4 hours) - £26

What your child needs at Pine Pixies:

Empty bottle for water brought in and taken home each day (juice is not given unless at party times), bag, coat, wellington boots for outdoor play and pumps for indoor play, sun cream and sunhats if hot weather. If cold weather your child needs good warm weatherproof clothing for outdoor play in comfort. 

Please ensure all items are clearly named.

Children like fetching in their own toys but we ask not to, as some children do not like sharing their personal items and it does sometimes lead to problems. Comfort toys that are important to your child’s settling in are allowed. We ask that parents support us to not bring children in with dummies.

Water bottles should be fetched in empty please, as we fill them ourselves each session. Water and milk is offered with their snack each session.

We try to have outdoor play every session, even if wet weather, hence the need for wellington boots. Please do not send your child in their best clothes as they may get paint on them. Spare clothes in their bag are sometimes handy.

Please label the child’s bag outside not inside to make it easier for staff.

Mobile Phones

We ask that parents do not use mobile phones whilst ‘inside’ our setting due to our Safeguarding procedures as most phones do have cameras. If your phone rings, please go outside before answering it.

Due to regulations, we have to put in this document our procedures for lost or uncollected children.

Lost children procedures

Check with every staff member in case child has gone home early.
One staff member must fully check all areas that a child may have hidden in and all rooms/grounds adjacent to the facility.
Another staff member must perform a complete register check.
Police and parents/carers must be immediately informed if the above procedures prove fruitless.
One staff member with mobile phone (to maintain contact with facility) to search street areas surrounding facility grounds.
 
Check with every staff member in case child has gone home early.
One staff member must fully check all areas that a child may have hidden in and all rooms/grounds adjacent to the facility.
Another staff member must perform a complete register check.
Police and parents/carers must be immediately informed if the above procedures prove fruitless.
One staff member with mobile phone (to maintain contact with facility) to search street areas surrounding facility grounds.

Uncollected children

One member of staff to stay with child keeping him/her occupied so that they do not become distressed when awaiting collection.
If the child has not been collected 15 minutes after the session end, then a contact number for the child must be telephoned to see if there is any       problem.
If initial contact number proves unproductive then the Manager and one staff member, must stay with child until successful collection, via more contact numbers, is achieved.
If the above procedures prove to be fruitless, then it must be reported to Children’s Social Care.  
   

PASSWORD PROCEDURE

If an unknown person comes to collect a child it is Pine Pixies procedure to ask for the child’s confidential password and check if they are named in the child’s file. If the person does not know the password or is not named in the files, then the parent must be contacted to verify that person is permitted to collect the child. The child must not be allowed near the doorway or out of the premises with this person until verification has taken place.

In the unlikely event that verification cannot take place with the parent/guardian then staff must follow the last step of the ‘Uncollected children’ above and contact Social Services.

It is ALWAYS better to fully check who that person is and ask them to wait, than to let the child go with them.

These are our safety procedures and must be followed by all staff members.

 

OFSTED report 2017

 
Management and staff were very pleased with the result of the inspection held on 22nd June 2017, which was rated 'Good' in all areas.
 
Comments taken from the report are:

"The experienced managers seek the views of staff and parents regularly when evaluating the quality of the provision they offer and planning future changes."

"Staff observe and assess the progress children make to help them identify what they need to learn next. This enables staff to quickly identify any gaps in children's learning and implement plans to ensure they make good progress."

"Staff provide a wide range of exciting and stimulating activities based on children's interests indoors and outside. Children are encouraged to try out their ideas and manage their own risks as they play in the well-resourced garden."

"Parents speak highly of the caring staff team. They particularly value the information staff share about their child's progress. Staff offer guidance on things parents could try at home to help support their child's learning and development."

"Children form strong bonds with staff which helps to develop their sense of belonging. This is because staff support them well through the key-person system."

"Staff are enthusiastic and motivate children in their play. They are always on hand to provide gently reassurance and praise whenever needed."

The report also states that children's outcomes are good. "Children make good progress from the time they start at pre-school. They play very well together, negotiating, sharing and taking turns. Children enjoy solving simple problems and use what they already know in a variety of new situations. They respond positively when staff ask questions and challenge them in their learning and work together to try out their ideas. Children are well prepared for the next stage in their learning, including their eventual move on to school. "

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