Learning and Development
A Typical Session
Children are reassured by the consistency that a routine offers, therefore we provide the security of a familiar structure during each of our sessions.
Our Pre-school day begins at 9.00am when we welcome the children and take the register. We talk about the day’s activities and sing our welcome song.
For much of the session we offer “Free Flow” play where the children can select the activities they wish to use and they are able to access the outdoor classroom at any time.
All the activities on offer have been carefully planned by staff and link to the Early Years Foundation Stage stepping stones. The activities vary from day to day but always consist of the following areas:
- Arts and Crafts
- Role Play
- Sand and Water play
- Mark Making
- Small World play
Towards the end of the session the children come together with staff in small groups for “Keyworker Time”. These activities may consist of speaking and listening, number & letter recognition, puzzles or a story.
We will often finish the session with some singing, a chat about our day or a story before going home.
Lunch time at Pre-school starts at midday and runs until 12.45pm. Parents/Carers are required to provide their child with a packed lunch and we encourage parents to provide healthy options for their child.
We ask them to include:-
with a healthy filling
based desserts such as yoghurts or crème fraiche
such as milk, water or fruit juice
We discourage packed lunch
contents that consist largely of crisps, processed foods, sweet drinks and sweet products
such as chocolates and biscuits.
Your Child Learning Through Play
Play helps young children learn and develop through doing and talking, which research has shown to be the means by which young children think.
Our setting uses the Early Years Foundation Stage curriculum 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, whilst, in others an adult takes part in the activity. In all activities, information from the curriculum guidance has been used to decide what equipment to provide and how to provide it.
Each child at Pre-school is assigned a Key-person; a member of staff who will be their “special” carer. Prior to commencing Pre-school there will be an opportunity for you to arrange a home visit, when the Supervisor and key-person will visit you and your child in the security of their own home. This visit will be a chance for you to understand the working of the Pre-school, get to know the staff and ask any questions that you might have.
Staff continually observe the children whilst they are at Pre-school. This is to ensure that each child is progressing and to aid the staff in their planning, to enable activities to be pitched at the appropriate level to maximise the learning for the children.
Observations are often written and can range from a single sentence noting what a child has said or done, to more detailed writing describing an event or activity that the child has taken part in. There is often a photograph to accompany the observations. These observations are then linked to the Early Years Foundation Stage stepping stones. Where appropriate a next step may be added with a suggestion of suitable activities to develop the child’s learning.
Each child has an individual folder where observations are kept and which is available for parents to view at any time. More formal “parents meetings” are arranged termly for parents to view their child’s folder and meet the Key-person. This provides an opportunity to discuss progress, any concerns and particular achievements.
We recognise parents as the first and most important educators of their children. All of the staff at Barby Pre-School see themselves as partners with you in providing care and education for your child.
There are many ways in which parents contribute to ensuring a welcoming and stimulating place for the children, such as:
- Exchanging knowledge about their children’s needs, activities, interests and progress with the staff;
- Helping to provide, make and look after the equipment and materials used in children’s play activities;
- Being part of the management of the pre-school;
- Taking part in events and formal discussions about the activities and curriculum provided by the pre-school;
- Joining in community activities in which the pre-school participates.
"My twins just settled in at pre-school so perfectly!"
"Fantastic and convenient care for my child."
"Children always come back home smiling and happy."