James Oglethorpe Pre-school
Our aim is to provide each child with a safe, secure and loving environment which enables
them to grow and develop in all areas of their life. We follow the foundation stage of the
National Curriculum for Early Years settings which provides a high quality rich learning
environment. We value the role of parents and seek to work with you at all times. We have
gained the Quality Mark for Early Years and are a disability champion.
1) We employ nine staff, six have level three in childcare and three have level two.
There is a minimum of four staff daily all directly involved with the children. Two per
classroom with the senior member being in charge. Our children are divided into key
worker teams differentiated with a colour each one has two staff in charge which
ensures that children have one of the team in every day. (Not all staff are full time)
Their continual assessment of children ensures that all children progress from their
starting point. The starting point is their on entry assessment. The staffs in depth
knowledge of the foundation stage alerts them to any children that may need
additional help. Staff are always available to talk and parents are encouraged to bring
any concerns they may have.
2) To evaluate our children’s learning we use a continuous cycle of observing, reflecting
and planning. We observe the children in their sessions and reflect on their positive
attitude to learning. By providing an enabling environment we are able to support
each child’s learning and development. We recognise the uniqueness of each child
so we look at their individual interests and abilities building on their knowledge to
develop them further. By reading our long, medium and short-term plans we can be
sure that we cover all the developmental stages that make up the EYFS. On entry to
pre school each child is assigned a key worker, who is part of a key team, who
completes the child’s on entry assessment. From then on the child is continually
assessed using focussed activities, practitioner knowledge and observations. We
know that we help children by seeing their progression through the EYFS based on
our ongoing assessments of each child. Key workers put weekly individual targets
from their children into a book which is collated to make the plans each week. Each
term we input our children’s data on all our children’s learning. (on laptop )This
enables us to gain an overall perspective on our children’s learning. It also flags up
any areas that may need more attention.
3) By using our observations of the children we develop our future planning. Planning is
done on a weekly basis. All the staff give feedback on their own children (and others)
as to future planning and focused activities that should be targeted, and individual
targets. Staff meet daily prior to each session to discuss the children’s learning for
that day. From our observations we are able to plan effectively using the children’s
own interests e.g. Dinosaurs. From the children assessment records each term we
collate the data and use this for future planning. We have a minimum of two adults in
each room with up to 13 children. These adults stay with the children for the whole
session. Because the children have key worker teams they are with the same two
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adults all through the week. Because some staff are part time, we introduced key
worker teams of two staff. This means there is always a familiar adult with the child
who they can form secure ,emotional attachments with. Having small numbers of
children in the room, encourages the children to feel safe and secure. These key
worker teams are responsible for completing individual children’s records. Though
verbal communication and formal parent interviews staff and parents work together to
support the child's learning.
4) We use the key worker system mentioned above and in addition due to our small
classroom sizes of 13 to two adults which means each child is closely monitored for
their progression though the EYFS. We target all children on an individual basis
including children of higher and lower ability.
5) We hold regular staff meetings where we discuss planning for the children and their
individual needs. Through the children’s records and our knowledge of the child we
are able to identify any children’s individual needs. Children with additional needs are
referred to our SENCO who will monitor their progress together with the manager
and the parents and with advise from the area SENCO a decision will be made to the
type of support a child needs.
6) We always ask parents to accompany children on all activities outside of pre-school
including outing.
7) There is always a familiar adult with the child who they can form secure ,emotional
attachments with. Having small numbers of children in the room, encourages the
children to feel safe and secure. This helps them to make friends and play
cooperatively together. To ensure the chidren are happy and enjoying their time at
pre-school we firstly observe children in their sessions and reflect on their positive
attitude to learning.
8) We enjoy good relationships with our boroughs Early Years Team, we work in
partnership with them to provide good quality childcare. We have good relationships
with other professionals, such as our educational psychologist, speech therapists ,
health care professionals and any other professional who is involved with the child
and follow any individual programmes given for that child. We have an excellent
relationship with the local schools where we meet with the head and reception
teachers for children’s transition into school.
9) We operate from 2 classrooms within the primary school all on one level. In addition
the pre school also has use of the main school hall, school kitchen, school grounds
and a bespoke enclosed outside classroom. We have a small staff kitchen and a
separate office, which we also use as a sleeping area if necessary. We have a large
cloakroom area where each child has an individual named peg. We now have a toilet
block that consists of two child sized toilets with washbasins and a disabled toilet with
changing facilities for adults and children to use. We are a disability champion for the
borough and admissions policy reflects this. Therefore the borough is able to send us
children with special needs and these would go to the top of our waiting list. Our
building has been adapted for children with disabilities.(eg We have notices in Braille
and a disabled toilet.)
10) We recognise that parents are the first educators of their children, We strive to work
closely with parents whilst their child is at pre-school. In addition to the ongoing key
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worker/parent interaction we encourage parents to become involved in pre-school life
as much as possible. Parents regularly come in and help. We have a suggestion box
and sent out questionnaires so parents can have a say in what happens in preschool.
11) The progression our children make through the EYFS from their starting point until
when they leave us (See children’s records) shows our children are happy and
secure and able to learn. If need be we would liaise with our reception teachers over
children that we felt needed additional resources. The reception classes are very
supportive of us and we share different forms /ideas and styles of learning. We have
an excellent transition procedure for when the children leave us and go into school.
We visit twice weekly for around 8 weeks of the summer term. The children meet the
teachers and use receptions play areas. They also take part in various stories and
games. We are always open to new ideas and when we were chosen by the borough
to attend a new transition project we were very keen to be part of this. The aim of this
project is to collate guidelines for children’s transition from pre-school into reception.
We hold individual transition meetings for children with additional needs with all
appropriate parties being invited. This ensures smooth transition into school.
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