Early Years Foundation Stage

Development and learning is guided by the Early Years Foundation Stage (DfE 2014). 

A UNIQUE CHILD

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

POSITIVE RELATIONSHIPS

Children learn to be strong and independent through positive relationships.

ENABLING ENVIRONMENTS

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

LEARNING AND DEVELOPMENT

Children develop and learn in different ways and at different rates.

Children start to learn about the world around them from the moment they are born. The care and education offered by Cambourne Pre-School helps children to continue to do this by providing interesting activities that are age appropriate and tailored to their stage of development and interests.


THE AREAS OF LEARNING AND DEVELOPMENT

Prime areas

• Communication and language development involves 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.

• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food.

• Personal, social and emotional development involves helping children to develop a positive sense of themselves and others; 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.

Specific areas 

• Literacy development involves encouraging children to link sounds and letters and to begin to read and write.

• Mathematics involves providing children with opportunities to develop and improve their skills in counting; understanding and using numbers; calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.

• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and their environment.

• Expressive arts and design involves enabling 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, movement, dance, role-play and design and technology.


Key working

Each member of staff has a group of children that they are responsible for. Your child’s key person will work with you to make sure that the care and education we give is right for your child’s particular needs and interests.

Assessment

Your child’s key worker will assess how your child is learning and developing by observing them frequently. They will use information gained from observation, as well as from photographs or videos of the children, to document their progress and plan your child’s next steps. We believe that parents know their children best and we ask them to contribute to our assessments by sharing information about what their  children like to do at home and how, as parents, they are supporting development.

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

The progress check at age two

The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s  development when a child is aged between 24-36 months. The summary is based on the three prime learning and development areas of the EYFS.

Your child’s 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.

Records of achievement

The pre-school 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 his/her achievements and to work together to provide what your child needs for his/her well-being and to make progress going forward.


Parental involvement

We recognise parents as the first and most important educators of their children. All of our staff see themselves as partners with parents in providing care and education for their child. There are many ways in which parents take part in making the pre-school a welcoming and stimulating place:

• 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 

• 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

• Being part of the management of the pre-school

• Taking part in events and informal discussions about the activities and curriculum provided by the pre-school

• Joining in community activities in which the pre-school takes part

• Fundraising

• Building friendships with other parents of the pre-school

Help is also required when we have planned activities outside of the pre-school grounds, such as nature walks or visits to the library. We operate on a ratio of one adult to two children when we are outside the pre-school and therefore could not provide these activities without parent’s support.

Child protection

SAFEGUARDING STATEMENT:

Cambourne Pre-School is committed to creating and maintaining the safest possible environment for children in which to be cared and educated. We believe that it is always unacceptable for a child to experience abuse of any kind and we recognise our responsibility to safeguard the welfare of all children, by a commitment to practice which protects them.

Cambourne Pre-School has a duty under the law to help safeguard children against suspected or actual ‘significant harm’.

Our employment practices ensure children against the likelihood of abuse in our pre-school and we have a procedure for managing complaints or allegations against a member of staff.

Our way of working with children and their parents ensures 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.

Children with special needs

If a child has a special need, we welcome the advice of parents as to how best meet the child’s needs and if appropriate, we will seek parental consent to obtain further advice and guidance from professionals working with the child.

If after a child starts pre-school, we have concerns about any aspect of his/her progress or general development, we will consult you with our findings and may ask permission to request support from outside agencies and professionals.

We provide a stimulating and supportive environment where children can achieve with age-appropriate resources where children with special educational needs are encouraged to become independent and take responsibility within the pre-school.

Health & Safety

Contact Details

Registration forms with home/work/mobile telephone numbers and doctor’s details are on hand for each session as well as emergency medical forms which can be handed to a medical professional in the event of an emergency.

You will be asked to provide a contact number for someone else too, should we be unable to contact you with an emergency.

Should an accident occur where medical attention is required, you will be contacted immediately and arrangements shall be made to ensure that any necessary medical treatment is received without delay.

Should we be unable to contact you, we will arrange medical treatment under the cover of the previously signed consent form.

Please make sure you keep us up-to-date with any changes in contact details.

Allergies

It is important that we are informed of any allergies your child has and any procedures we need to follow when allergies are triggered (i.e. inhalers, EpiPens, piriton or cream) A copy of any management plan issued by the hospital is required where applicable.

An individual medical form will need to be completed for permission to administer and hold the medication on site.

Other Illnesses

If your child has a known medical condition, e.g. asthma or febrile convulsion, please use your own judgement as to whether or not they should attend.

It is important to notify the pre-school if your child contracts any infectious disease, in particular German Measles.

If your child becomes ill in session you will be contacted and asked to collect your child as soon as possible.