Denbigh Close, Helsby, Frodsham, Cheshire, WA6 0ED
Manager:Mrs Sue Huntbach
07853403764
Horn’s Mill Pre-School
Denbigh Close
Helsby
Frodsham
Cheshire
WA6 0ED
Supervisor: Mrs Sue Huntbach
Tel: 07853403764
Horn’s Mill Pre-School aims to:
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provide high quality care and education for children primarily below statutory school
age;
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work in partnership with parents to help children to learn and develop;
add to the life and well-being of its local community; and
offer children and their parents a service, which promotes equality and values diversity.
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As a member of Horn’s Mill Pre-School, your child:
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is in a safe and stimulating environment;
is given generous care and attention, because of our high ratio of adults to children;
has the chance to join with other children and adults to live, 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 builds up a relationship with your child and helps settle them
into Pre-school. The key person is responsible for completing the summary of Progress
documents to ensure your child is making progress in all developmental areas.
is in a pre-school which sees you as a partner in helping your child to learn and develop;
is in a pre-school, which parents help to shape the service it offers.
Horn’s Mill Pre-School’s Background:
Horn’s Mill Pre-School was founded in 1984 and Sue Huntbach , Pre- school manager has been
involved since the start, Pre-School has since gone from strength to strength and with ever
increasing numbers and the introduction of lunch club in 2007 and then the introduction of
Breakfast and After School Club in 2010, more childcare practitioners were required. All childcare
practitioners attend regular training sessions.
The Pre-School is held in the mobile classroom, which is situated in the grounds of Horn’s Mill
Primary School. We are independent of the school, but we enjoy a good working relationship. The
classroom is heated and brightly decorated with its own facilities, i.e. children’s toilets, staff
washroom (including nappy changing station) and kitchen. The main area used by the children is
one large room, which offers complete observation and supervision. Outdoors, at the back, there is
an enclosed soft rubber backed play area with a slide and climbing frame, wooden play house for
role play, two sheds that our outdoor toys and equipment are stored in, a quiet area for looking at
books, sand pit with toys, large block play and a canopy which provides shade and shelter and
enables the children to use the outdoors all year round. We have direct access on to the school
playing field and into the woodland area. The gates are both securely locked when staff and children
are not in either of the areas. The woodland area enables the children to experience the wonders of
nature and to be relaxed and inventive about exploring. We ask you to please provide a pair of
wellingtons that can be left at Pre-School. We provide waterproof all in one suits allowing us to
make the most of outdoors come rain or shine.
The service offered by Horn’s Mill Pre-School:
Pre-School operates on a term-time-only basis.
We are open Monday to Friday 7.45am – 6.00pm. Monday’s are for our Rising 5’s only.
We offer the following types of care between the following times:
7.45 am until 9.00 am – Breakfast Club
9.00 am until 11.30 am – Sessional Educational Care
11.30 am until 12.30 pm – Lunch Club
12.30 pm until 3.00 pm – Sessional Educational Care
3.00pm until 6.00pm – After School club
We provide care and education for young children between the ages of 2 and 4+ years.
Our Breakfast and After School club is for all children within the Early Years Foundation Stage, Key
Stage One and Key Stage Two.
No Smoking:
Pre-School and Horn’s Mill School are both a non smoking site.
The Curriculum provided by Horn’s Mill Pre-School:
Children start to learn about the world around them from the moment they are born. The care and
education offered by Horn’s Mill Pre-School helps children to continue to do this by providing all of
the children with interesting activities that are right for their age and stage of development.
For children between the ages of 2 and 4+ years, the pre-school provides a curriculum for The Early
Years Foundation Stage. The Early Years Foundation Stage is a mandatory document which sets the
standards that all early years providers must meet to ensure that children learn and develop well
and are kept healthy and safe. It promotes teaching and learning that gives children the broad range
of knowledge and skills that provide the right foundation for good future progress through school
and life.
The Early Years Foundation seeks to provide:
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quality and consistency in all early years settings, so that every child makes good
progress and no child gets left behind;
a secure foundation through learning and development opportunities which are
planned around the needs and interests of each individual child and are assessed and
reviewed regularly;
partnership working between practitioners and with parents and/or carers;
equality of opportunity and anti-discriminatory practice, ensuring that every child is
included and supported.
The Early Years Foundation Stage specifies requirements for learning and development and for
safeguarding children and promoting their welfare. The learning and development requirements
cover:
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the areas of learning and development which must shape activities and experiences
(educational programmes) for children in all early years settings;
the early learning goals that providers must help children work towards (the
knowledge, skills and understanding children should have at the end of the academic
year in which they turn five); and
assessment arrangements for measuring progress (and requirements for reporting to
parents and/or carers).
The safeguarding and welfare requirements cover the steps that providers must take to keep
children safe and promote their welfare.
Overarching Principles
Four guiding principles should shape practice in early years settings.
These are:
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every child is a unique child, who is constantly learning and can be resilient, capable,
confident and self-assured;
children learn to be strong and independent through positive relationships;
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; and
children develop and learn in different ways and at different rates. The
framework covers the education and care of all children in early years provision,
including children with special educational needs and disabilities.
We at Horn’s Mill Pre-School are looking at how the child is developing, ensuring we value all
children as individuals regardless of any additional needs. We keep the children safe although
allowing them to explore and develop healthily physically and emotionally at the same time.
We encourage the children to make friends and build a relationship with their peers as they learn to
respect each other. It is important that their key person begins to build a relationship with them
from the moment they enter our setting so they can begin to trust and form a secure attachment
with them to aid their development. They will overtime build up relationships with the other staff
members but their key person will be their main carer.
We wish to work with you the parents as you have the best knowledge of your child and together we
can support their learning and encourage them to become independent. Whilst ensuring that we
listen to and respect your child as they develop.
Through observation and assessment we are able to plan for your child individually within the indoor
and outdoor environment whilst allowing continuity of care.
When your child starts at Pre-School you are welcome to bring them on several visits and stay with
them until they feel secure with their new environment. Your child is allowed to bring with them a
favourite toy which helps them to feel secure.
We have an excellent relationship with the school, we take the children into the school hall each day
for lunch, we take the Rising 5's into school for PE and join the reception class for phonics. The
reception class teacher joins us in our Rising 5’s sessions during the spring term before they start
school along with there introduction days in July.
We welcome visitors in to our setting to talk to the children. For example, our local policeman
comes into our setting to talk to the children about his work. If you know of anyone who would like
to do this please let us know? We also take the children out for walks in the local community.
We have an excellent working relationship with our local Speech and Language department.
The Areas of Learning and Development:
There are seven areas of learning and development that must shape educational programmes in
early years settings. All areas of learning and development are important and inter-connected.
Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and
for building their capacity to learn, form relationships and thrive. These three areas, the prime
areas, are:
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communication and language;
physical development; and
personal, social and emotional development.
Providers must also support children in four specific areas, through which the three prime areas are
strengthened and applied. The specific areas are:
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literacy;
mathematics;
understanding the world; and
expressive arts and design.
Children’s learning is through play and we allow them to explore the indoor and outdoor
environment. We allow them to make decisions on what they want to do during the session by
asking them what they want to play with individually at the end of circle time.
The childcare practitioners are responsible for planning for each of their key children and plan for
the child’s individual interests, by observing them at play. Each child has their own Learning Journey
which their key person is responsible for keeping up to date; this enables us to track each child’s
progress, whilst we are also encouraging them to be independent and make decisions on what they
want to do.
The Prime Areas:
Communication and Language
This area of children’s development covers:
Listening and attention:
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Children listen attentively in a range of situations.
They listen to stories, accurately anticipating key events and respond to what
they hear with relevant comments, questions or actions.
 They give their attention to what others say and respond appropriately, while
engaged in another activity.
Understanding:
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Children follow instructions involving several ideas or actions.
They answer ‘how’ and ‘why’ questions about their experiences and in
response to stories or events.
Speaking:
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Children express themselves effectively, showing awareness of listeners’
needs.
They use past, present and future forms accurately when talking about events
that have happened or are to happen.
They develop their own narratives and explanations by connecting ideas or
events.
Physical development
This area of children’s development covers:
Moving and Handling:
 Children show good control and co-ordination in large and small movements.
 They move confidently in a range of ways, safely negotiating space.
 They handle equipment and tools effectively, including pencils for writing.
Health and self-care:
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Children know the importance for good health of physical exercise, a healthy
diet, and talk about ways to keep healthy and safe.
 They manage their own basic hygiene and personal needs successfully,
including dressing and going to the toilet independently.
Personal, Social and Emotional Development
This area of children’s development covers:
Self-confidence and self-awareness:
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Children are confident to try new activities, and say why they like some
activities more than others.
 Confident to speak in a familiar group, will talk about their ideas, and will
choose the resources needed for chosen activities.
 Say when they do or don’t need help.
Managing feelings and behaviour:
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Children talk about how they and others show feelings
Talk about their own and others’ behaviour, its consequences, and know some
behaviour is unacceptable.
 Work as part of a group or class, understanding rules.
 Adjust their behaviour to different situations, and take changes of routine in
their stride.
Making Relationships:
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Children play co-operatively, taking turns.
Take account of one another’s ideas about how to organise their activity.
The Specific Areas:
The Specific Areas:
Literacy
This area of children’s development covers:
Reading:
 Children read and understand simple sentences.
 They use phonic knowledge to decode regular words and read them aloud.
 They also read some common irregular words.
 They demonstrate understanding when talking with others about what they
have read.
Writing:
 Children use their phonic knowledge to write words which match their spoken
sounds.
 They write some irregular common words.
 They write simple sentences which can be read by themselves and others.
 Some words are spelt correctly and others are phonetically plausible.
Mathematics
This area of children’s development covers:
Numbers:
 Children count reliable with numbers from 1 to 20, place them in order and
say which number is one more or one less.
 Use quantities and objects, add and subtract two single-digit numbers.
 Count on or back to find an answer.
 Solve problems, including doubling, halving and sharing.
Shape, space and measures:
 Children use everyday language to talk about size, weight, capacity, position,
distance, time and money to compare quantities, objects and solve problems.
 They recognise, create and describe patterns.
 They explore characteristics of everyday objects and shapes and use
mathematical language to describe them.
Understanding the World
This area of children’s development covers:
People and communities:
 Children talk about past and present events in their own lives and family
members lives.
 They know that other children don’t always enjoy the same things.
 They know about similarities and differences between themselves and others,
and among families, communities and traditions.
The world:
 Children know about similarities and differences in relation to places, objects,
materials and living things.
 They talk about the features of their own immediate environment and how
environments might vary from one another.
 They make observations of animals and plants and explain why some things
occur, and talk about changes.
Technology:
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Children recognise that a range of technology is used in places such as
homes and schools.
They select and use technology for particular purposes.
Expressive arts and design
This area of children’s development covers:
Exploring and using media and materials:
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Children sing songs, make music and dance, and experiment with ways of
changing them.
 They safely use and explore a variety of materials, tools and techniques,
experimenting with colour, design, texture, form and function.
Being imaginative:
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Children use what they have learnt about media and materials in original
ways, thinking about uses and purposes.
They represent their own ideas, thoughts and feelings through design and
technology, are, music, dance, role-play and stories.
Play helps young children to learn and develop through doing and talking, which research has
shown to be the means by which young children think.
Working together for your children:
Horn’s Mill Pre-School has a high ratio of childcare practitioners to children in the setting. This helps
us to:
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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.
The childcare practitioners employed at Horn’s Mill Pre-School are:
Name
Job Title
Mrs Sue Huntbach
Manager/EYPS
Mrs Sarah Crank
Joined - January 2007
Deputy Supervisor
Mrs Sue Clift
Joined – March 2008
Childcare
Practitioner
Mrs Helen Hogan
Joined - March 2006
Childcare
Practitioner
Mrs Cora Kendrick
Childcare
Qualifications and Experience
Early Years Professional
Early Years Foundation Stage Degree, Level 6
24 week playgroup course
NVQ level3 Early Years and Education
Paediatric First Aid Certificate
Emergency First Aid at Work
Safeguarding Certificate, Level 2
NNEB
Paediatric First Aid Certificate
Emergency First Aid at Work
Safeguarding Certificate, Level 2
NVQ Levels 2 & 3
Paediatric first Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Safeguarding Certificate, Level 1
NVQ Levels 2 & 3
Paediatric First Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Safeguarding Certificate, Level 1
NVQ Level 2& 3
Joined - February 2010
Practitioner
Miss Hayley Smith
Childcare
Practitioner
Returned to us October
2014
Mrs Karen Liversage
Joined - October 2011
Childcare
Practitioner
Mrs Rachel McKeever
Joined - March 2007
Childcare
Practitioner
Mrs Lynn Maddock
Joined - October 2007
Childcare
Practitioner
Mrs Fiona Jackson
Childcare
Practitioner
Assistant
Miss Katie Treadwell
Joined - September
2010
Mrs Joan Pitt
Joined – February 2014
Mrs Hayley Stewart
Joined – February 2014
Assistant
Assistant
Qualified dance teacher
Safeguarding Certificate, Level 1
NVQ Levels 2 &3
Paediatric First Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Safeguarding Certificate, Level 1
NVQ Levels 2 & 3
Paediatric First Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Currently working towards Level 4
Safeguarding Certificate, Level 1
NVQ Levels 2 & 3
Paediatric First Aid certificate
Emergency First Aid at Work
Basic Food Hygiene
Safeguarding Certificate, Level 1
NVQ Levels 2 & 3
Paediatric First Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Safeguarding Certificate, Level 1
Level 2 Teaching assistant qualification. Working
towards NVQ 2 in Childcare
Working towards NVQ 2 in Childcare
Paediatric First Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Safeguarding Certificate, Level 1
Degree in Photography.
NVQ Levels 2 & 3
Paediatric First Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Safeguarding Certificate, Level 1
NVQ Levels 2 & 3, Level 4 Foundation Degree
Paediatric First Aid Certificate
Emergency First Aid at Work
Basic Food Hygiene Certificate
Safeguarding Certificate, Level 1
How parents take part in the Pre-School:
As a member of the Pre-School Learning Alliance, Horn’s Mill Pre-School recognises parents as the
first and most important educators of their children. All of the staff sees themselves as co-workers
with you 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 for children and parents, such as:
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exchanging knowledge about their children’s needs, activities,
interests and progress with the staff, and through writing in a note
book which will be provided upon the child starting. They can bring
this notebook to Pre-School each session they attend, the key person
will also write comments in it on how they are progressing and any
particular activities they have enjoyed.
You can also write
information on your child’s progress at home or if they have visited
some where they found interesting. Parents can also purchase a book
bag for the sum of £4.50
helping at sessions of the Pre-School;
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;
and
building friendships with other parents in the Pre-School.
It is your responsibility to inform Pre-School of any changes to your child’s records i.e. address,
telephone numbers, dietary requirements etc.
The Parent’s Rota:
The Pre-School has a dated rota, which you can sign if you would like to help at a particular session
or sessions of the pre-school. Helping at the session enables you to see what the day-to-day life of
the Pre-School is like and to join in helping the children to get the best out of their activities.
Joining the rota is not the only means of taking part in the life of the Pre-School. You can offer to
take part in a session by sharing your own interests and skills with the children.
Parents have visited the Pre-School to: talk about their occupation, for example Fire-fighter’s,
Doctors, or to talk about their culture and/or religion.
Do feel free to arrange to drop into the Pre-School, if you would like to see it at work or to speak
with the staff.
Key Person:
The Pre-School has a key person system, each child before they start at Pre-School is designated a
key person. Your child’s key person will be the person who works with you to make sure that what
the Pre-School provides is right for your child’s particular needs and interests. When your child first
starts at the Pre-School, she/he will help your child to settle and throughout your child’s time with
us, she/he will help your child to benefit from our activities.
Learning Journeys (Development Records):
Your child’s key person is responsible for completing and working with your child to complete the
Learning Journey together. Staff and parents working together on their children’s learning journey is
one of the ways in which Horn’s Mill Pre-School and parents work in partnership. Your child’s
learning journey 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. The learning Journey’s
are stored on a shelf within the Pre-school room; please free to help yourself to your child’s learning
journey at any time to have a look through.
You 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. You and the key person will then
decide on how to help your child to move on to the next stage.
When a child is ages between two and three, practitioners must review their progress, and provide
parents and/or carers with a short written summary of their child’s development in the prime areas.
This progress check must identify the child’s strengths, and any areas where the child’s progress is
less than expected. Practitioners must discuss with parents and/or carers how the summary of
development can be used to support learning at home. Here at Horn’s Mill Pre-School these reviews
are completed at the end of each half term and termly for children who are aged three and over.
When your child leaves to start school or maybe another setting their Learning Journey will need to
be passed on as the teacher/key person will use it to plan for their next stages of development.
Parents Evenings:
We hold two parents evenings per school year where you are given the opportunity to come and
have an in depth look at your child’s Learning Journey and discuss your child’s learning with their key
worker.
Outings:
We always inform you of any outings we are going on whether it be a trip to the library or maybe to
Tesco.
We have a ‘Family Day Out’ in the Summer Term in which you are invited to accompany your child;
this could be to the Zoo or a Farm Park.
Pre-School staff also takes the Rising 5’s on a trip as a treat before they leave to start to school.
Extra Curricular Activities:
We hold two Sports days in the Summer Term weather permitting; one for Rising 5 children only and
the other for the rest of the children at Pre-School.
We also have parents and toddler races.
We hold a Christmas Party in the last week of the Christmas Term.
We have an entertainer and Father Christmas brings a present for every child.
Parents are invited to come and watch their child receive a gift off Father Christmas.
The Rising 5 children perform a nativity for their families, usually the Monday before
Pre-School finishes for Christmas.
Before your child leaves to start school we hold a graduation service in the
school hall to which you are invited.
Learning opportunities for adults:
As well as gaining qualifications in early years care and education, the Pre-School childcare
practitioners take part in further training to help them to keep up-to-date with early years care and
education.
Pre-School’s timetable and routines:
Horn’s Mill Pre-School believes that care and education are equally important in the experience,
which we offer children. The routines and activities that make up the Pre-School’s session/day are
provided in ways that:
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help each child to feel that she/he is a valued member of the Pre-School;
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:
The Pre-School organises its 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. The children have the opportunity – and are encouraged - to take part in
outdoor child-chosen and adult-led activities, as well as those provided in the indoor playroom.
Snacks:
Pre-School provides an ongoing snack for the children. Therefore whenever they feel the need to a
healthy snack and drink of milk or water they can go to the snack area where a staff member is
available to assist. This helps to encourage independence and freedom of choice; they pour their
own drinks, butter their own cracker or piece of toast and wash their own dishes afterwards. The
Pre-School makes the snack time a social time at which children and adults interact and engage in
conversations. We plan the menus for snacks so that they provide the children with healthy and
nutritious food. Do tell us about your child’s dietary needs and we will make sure that these are
met.
You must also inform us of any allergies your child may have.
Policies:
Copies of the Pre-Schools policies are in the entrance hall for you to read if and when you wish. We
also have a policy of the month which all staff and parents work closely on and look for any ways in
which we can improve our setting. The policy of the month is displayed in the entrance hall on a
notice board.
The Pre-School’s policies help us to make sure that the service provided by us is a high quality one
and that being a member of the Pre-School is an enjoyable and beneficial experience for each child
and his/her parents.
The staff and parents of the Pre-School work together to adopt the policies and they all have the
opportunity to take part in the annual review of the policies by attending the Annual General
Meeting (see paragraph entitled ‘The management of Horn’s Mill Pre-School’). This review helps us
to make sure that the policies are enabling the Pre-School to provide a quality service for its
members and the local community.
Safeguarding Children:
Our Pre-School has a duty under the law to help safe guard 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 where necessary, to help
families in difficulty.
Special Needs:
As part of the Pre-School’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 Needs Code of Practise (2001).
Our Special Educational Needs Co-ordinator is Sue Huntbach (Manager).
The management of Horn’s Mill Pre-School:
A parent management committee – whose members are elected by the parents of the children, who
attend the setting, manages the Pre-School. The elections take place at the Pre-School’s Annual
General Meeting, which is held in the Autumn Term of each year. The committee is responsible for:
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managing the Pre-School’s finances;
employing and managing the staff;
making sure that the Pre-School has – and works to- policies which help it to provide a high
quality service; and
making sure that the Pre-School works in partnership with the children’s parents.
The Annual General Meeting is open to the parents of all the children who attend the Pre-School. It
is their forum for looking back over the previous year’s activities and shaping the coming year’s
activities.
Breakfast Club:
We charge £3.70 for our breakfast club which runs from 7.45am until 9.00am. The children are
provided with a breakfast consisting of either cereal or toast with a drink. The breakfast club is
available for all children within the Early Years Foundation Stage, Key Stage 1 and Key Stage 2. Staff
take the children into school at 8.30am and 8.40am.
After School Club:
The after school club runs from 3.00pm until 6.00pm once again including all children within the
Early Years Foundation Stage, and Key Stages 1 and 2. Staff collect the children from the Key Stage 1
at 3.00pm and Key Stage 2 at 3.15pm and brings them back to the Pre-School room, where they are
able to participate in activities. We provide a light tea consisting of for example; baked beans on
toast, yogurt and a drink.
Charges are as follows:
£3.70 = 3.00pm - 4.00pm
£5.20 = 3.00pm - 4.30pm
£10.60 = 3.00pm - 6.00pm
Lunch Club:
We take the children into the school hall for their lunch which prepares them for when they start
school. They can have a school dinner at the cost of £2.15 which you can pay for on a daily basis,
money is to be placed in an envelope into the white box in the entrance of Pre-School. If your child
is having a school dinner on a regular basis you can be invoiced for them along with your fees. There
is a menu displayed in our entrance hall and option sheets where you write down which dinner you
wish your child to have, this must be done each morning when dropping your child off.
You may wish to provide a packed lunch for your child; we promote Healthy Lunch Boxes and
therefore request no sweets or chocolate please.
Fees:
The fees are £3.30per hour, payable termly, in advance and are to be paid within the first two weeks
of term. Fees must still be paid if children are absent. If your child has to be absent over a long
period of time, please talk in confidence to Mrs Sue Huntbach, the Manager. For your child to keep
her/his place at the Pre-School you must pay the fees or we must receive nursery education funding
for your child. Any problem with the payment of fees will be treated with the strictest confidence
and parents should contact the Sue Huntbach as soon as possible. Every child the term after their
third birthday is entitled to fifteen funded hours per week.
Starting at Horn’s Mill Pre-School
The first days:
We want your child to feel happy and safe at Pre-School. 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 the Pre-School. We have a
policy about helping children to settle into the setting which is available for you to read if you wish.
The child’s key person will also work closely with you to form a trusting relationship with your child.
Clothing:
The Pre-School provides protective clothing for the children when they play with messy activities.
Horn’s Mill Pre-School sweatshirts and polo shirts are available for you to purchase for your child to
wear if you wish (sweatshirts £8.50, polo shirts £7.50).
You can also purchase a book bag for the sum of £4.50, this enables your child to be responsible for
their own art work and ensuring letters go home safely.
Pre-School encourages children to gain the skills, which 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 which is easy for them to manage will help them to do this.
Horn’s Mill Pre-School hopes that you and your child enjoy being members
of the setting and that you both find taking part in our activities interesting and
stimulating.
Staff are always ready and willing to talk with you about your ideas, views or questions.
Horn’s Mill Pre-school Prospectus
September 2014