THE WOODEN HOUSE NURSERY SCHOOL

PROSPECTUS

Mrs Linda Palmer

(Head Teacher and Proprietor)

 

 

The Wooden House Nursery School

Chettiscombe

Tiverton

Devon

EX16 7PT

 

The Wooden House Nursery School

Welcome to the Wooden House Nursery School.  We are situated in a converted barn in Chettiscombe which has been adapted solely for our use.  The facilities include a large garden, covered outdoor area and access to the surrounding countryside and the Knightshayes Estate.

Mission Statement

At the Wooden House Nursery School our aim is to provide high quality care and education in an enabling and inclusive environment that encompasses the principles of the EYFS (DofE 2014). 

Our staff are committed to maintain a high quality of care and as a result participate in various training to progress in their professional development.  The setting aims to have all staff trained in Paediatric First Aid and Safeguarding Awareness.

 

Children are observed at play in order to plan for their next steps, treating each individual as a unique person, whose development is important to us.  As a part of this process we aim to build positive relationships with each child’s families and carers, along with outside agencies who can assist in ensuring that each child has the very best start.

 

In order to ensure every child meets their full potential we make our planning flexible, play based and focused on the individual development, diversity and needs of the children in the group. We listen to our children’s ideas, interests and voices and as a result will value the unplanned event that can occur from the spontaneity of children and the environment around us.

We believe children learn best through play and being ‘hands on’ and that the outdoor environment provides an excellent space for them to do so. Children can develop their social and communication skills whilst practising their physical and cognitive abilities. As a result we aim to utilise our beautiful surroundings to enhance our children’s experiences and plan for the use of the outdoors whenever possible.

The Nursery has been approved and registered with OFSTED.  We are currently waiting for the first OFSTED inspection of the new setting to be carried out, which will provide a benchmark of our standards.

All children are eligible for the Early Years entitlement from the term after their 3rd Birthday.  This entitlement covers up to 15 hours of free nursery care per week for 38 weeks a year. Or 11 hours per week if taken over 50 weeks.  At present the total entitlement must be accessed over  a minimum of 2 days a week. 

In addition, we are an approved setting for families who meet the specific criteria for two year olds funding.

We serve many schools in the area and have links to those most local to us. 

 

 

 

 

  Admission

The Wooden House Nursery School is open to all children from the age of two to statutory school age, without discrimination. 

Prospective parents are invited to make an appointment to visit us with their child.  Your child’s name can be placed on the waiting list by returning a deposit and the application form found at the back of the prospectus.  Once your child is offered a place and the start date is confirmed then a free 2 hour ‘taster session’ will be arranged between the class teacher and family.  This is generally the first session of the term the child is due to attend the setting.

Opening Times and Fees

We are open from 8.00am – 6.00pm Monday to Friday, 50 weeks per year. (Closed Bank Holidays and Christmas week).

For children attending term-time only, fees are paid half-termly in advance and are not refunded due to sickness or holiday.

Children attending full-time will be invoiced monthly in advance with a 4 week holiday allowance charged at ½ rate if required.

 Charges from April 11th. 2016

Fees are as follows:-

Morning (9.00-12.00)                 £13.50

Lunchtime (12.00-1.00)             £ 4.50

Afternoon ( 1.00-3.00)               £ 9.00

Whole day 8am – 6pm               £45.00

10% discount will be given to a 2nd. sibling attending at the same time, but only if they are not in receipt of government funding.

This discount is only applied to any hours remaining after the deduction of government funded hours to the older sibling.

Children arriving by 8.15am breakfast will be available.

3.00pm-6.00pm includes a light tea (served after 5pm).

All hours after voucher hours have been used are charged at £4.50 per hour.

 

When is your child eligible for 15 hours free Government funding?

2nd birthday some families may be eligible for 2gether funding information is available from the nursery or Devon County website www.devon.gov.uk/2gether      Tel: 0345 155 1013  

3rd birthday between:                                             Eligible from:

 1 January – 31 March                                           After Easter                              Summer Term

1 April – 31 August                                                September                                Autumn Term

1 September – 31 December                                January                                    Spring Term

 School Uniform

 We have the following items of optional school uniform available:-

Sweatshirts                                          £ 8.00 each

Polo shirts                                            £ 6.00 each

 Staff and Classes

The Wooden House is arranged in separate classrooms.  Each class teacher is responsible for their group of children and is able to offer individual care and attention made possible by the high ratio of staff to children.

We aim that all our class teachers have a minimum  qualification of NVQ Level III .

We attend regular training courses and many are qualified in First Aid and have a sound knowledge of child protection procedures.

 

 

Forest School at the Wooden House Nursery School

At the Wooden House we have a member of staff, Mrs Kelly Reid, who has undertaken training in the area of Forest Schools. As a result of the training and in line with the statutory requirement of the Early Years Foundation Stage for outdoor play and activities, we aim to take groups of children outside for an adult initiated activity as often as we can. When staffing restrictions occur we plan the activities to facilitate the older children primarily and incorporate the younger children where possible.

             

Mrs Reid plans the activity, which for the very young is about experiencing the outdoor environment and for the older children about learning to take risks and feel comfortable in the outdoors; exploring, cooking, ‘hunting’ for resources and making fires. Each activity focuses on one of the seven areas of learning and is tailored to meet the needs and interests of the individual group. Prior to any activity, safety assessments are carried out.

 

 

Parents are asked to give written permission for their child to take part in either a class activity or on those occasions when the entire school will be involved.

 

Hierarchical Staffing Structure

Position

Name

Class

Qualifications & Responsibilities

Owner

Linda Palmer

 

QTS, Cert. Ed, Safeguarding Children Level 3, Administration, Behaviour and Management.

Domestic Violence & Abuse Workshop

September 2007 – achieved Early Years Professional Status. Post Graduate Cert – July 2009

Fire Marshall, First Aid (Expires July 2019)

 

Deputy

Caroline Taplin

Class 1

BA Early Childhood Studies, SENCO, Health & Safety,

First Aid – (Expires April 2017)

Deputy Safeguarding CPO Level 3

Domestic Violence & Abuse Workshop.  EYPS achieved 2011

 

Teacher

Kelly Reid

Class 2

NVQ 3, First Aid (Forest School) – Expires Oct 2018

Forest School Leader – Level 3

Safeguarding Level 2

 

Teacher

Victoria Chappell

 Class 3

NVQ 3, First Aid (Expires May 2017)

 

Teacher

Elizabeth Williams

Class 4

NVQ 3, First Aid (Expires July 2019)

Safeguarding Level 2

 

Room Assistant

Paula Harrison

 

NVQ 3, First Aid (Expires April 2017) 

 

Room Assistant

Jennifer Syers

 

Cache Level 3 Diploma in pre-school practice, First Aid (Expires May 2017)

 

Room Assistant

Ella Stanbury

 

NVQ Level 3, First Aid (Expires 9/6/2018)

 

Apprentice Emily Curtis   Studying NVQ Level 2
 

Administrator

Clare Rooney

Office

RSA III Typewriting, RSA II Word Processing, RSA II Audio Transcription

 

  What we can offer your child – our Daily Routine

 8.00am – 9.00am       Come and Play option – free play.

9.00am - 10.15 a.m. A full morning of various activities appropriate to your child’s age and ability.  We plan individually for each child and build on what they already know. We try to ensure that all children enjoy a whole range of activities that enable them to make progress towards the Early Learning Goals. On a typical morning the children have a variety of Free Play and adult initiated activities with their class teacher. Activities include painting, craft, cooking, singing, imaginative play, construction, board games, play dough, clay, sand and water play, computing and physical development. 

10.15am The children have a snack of milk or water and healthy food.

10.30am Break which is outside whenever possible.  We have a good range of outdoor and indoor play equipment.

 11.00am The end of break, the children either return to their classrooms for further activities or remain outside for supervised play activities.

11.40am At the end of the morning assembly when all the classes meet together. Each day a different teacher leads the assembly and the children may hear a story, or talk about a theme as well as singing, sharing news celebrating birthdays and participating in physical Leap into Life routines.

12.00 noon Children bring their own packed lunch and non-fizzy drink .  Their lunch will preferably not contain nuts.  A cool pack may be advisable in warm weather and water is accessible freely throughout the day.

All children staying for lunch eat together, and afterwards play outside if possible.  If not, they remain together in communal room.

1.00pm Afternoon session.  The children are regrouped for various activities which are free play and are planned by a different teacher each day.

2.15pm Snack of milk or water and healthy food.

2.30pm Outside play/story time/games.

3.00pm Afternoon session ends.

3.00pm – 6.00pm Stay and Play option – free play.

 The Early Years Foundation Stage & Early Learning Goals

The children begin the Early Years Foundation Stage, when they first attend the setting and it will continue through to the end of their foundation year in primary school.

The Wooden House Nursery aims to offer a curriculum for the Foundation Stage that takes children’s learning forward and provides opportunities for all children to succeed in a secure, warm and caring environment.

The Early Years Foundation Stage is divided into seven learning and development areas and with three prime areas we aim to support each child by planning an environment that enables holistic learning.

The statutory framework for the Early Years Foundation Stage (2014) identifies:

The 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:

We also support children in four specific areas, through which the three prime areas are strengthened and applied.  The specific areas are:

·        Literacy                                                                                   

·        Mathematics                                            

·        Understanding the world

·        Expressive arts and design

  

The early learning goals

 

The prime areas

 

Communication and language

 

Listening and attention: 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: 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: 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 in the future.  They develop their own narratives and explanations by connecting ideas or events.

 

Physical development

 

·        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: children know the importance for good health of physical exercise, and 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                         

 

·        Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

 

·        Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

·        Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

 

The specific areas                                    

 

Literacy

·        Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

 

Mathematics                 

 

·        Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They 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 and objects and to 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

                                           

·        People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. 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: 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

 

·        Exploring and using media and materials: 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: 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, art, music, dance, role-play and stories.

                                                        

                                        

Key Person

 

Every child is assigned a key person who is generally their class teacher and their name will be provided as part of the information received in our starter pack.  Their role is to support both you and your child in the process of settling in whether you are a new family to the setting or as a new key person in a new class. As part of this settling in and on a day to day basis they will keep you up to date with information regarding your child’s time in the setting and offer help and advice about how we can work together to help your child make progress.  At any time they are available to talk to if you have any questions, concerns or indeed celebrations that you think they should know about.  This relationship will build to be a process of two way communication that enhances your child’s opportunities and will support you in the setting.  The aim of the key person is to become a consistent person that your child can trust and become confident with and also to ensure that you, as a parent, have a designated member of staff that you can refer to at all times.

 

The Key Persons role also includes recording your child’s progress and monitoring their strengths and weaknesses so we can identify any areas of development that we need to focus on specifically.  They will also give you regular informal updates about your child’s progress.  The Key Person will support your child in the early days to get to know the routines of the day, adjusting them if necessary to meet their settling in needs.  They will also help them with their self care and support your child to keep themselves safe whilst ensuring that their learning is tailored to meet their needs in all areas of development.

Assessment

We keep a record of achievements for each child, which is used for their individual planning.  Parents are free to look at their child’s achievements when they bring or collect their child.  We also hold Parents’ Consultations every term, which may be arranged with the class teacher at a time convenient to the family.

Progress check at 2 years of age

In addition for those children aged between 2 & 3 years of age the key person will provide a short written summary of the child’s development in the prime areas.  This will identify both strengths and weaknesses and if appropriate specific area of need involving outside professionals if necessary.

Settling in

Following your initial visit to the setting the class teacher will invite your child to a free ‘taster’ session. This date is agreed between the setting and family and is a shorter two hour session and enables exchange of information before and after the morning.

For the ‘taster’ session parents and carers may wish to stay with their child or they may choose to leave their child for this initial session or part of the session. The nursery is flexible and will adjust to meet each individual’s needs.

During the ‘taster’ session should you wish to receive a telephone call relating to your child’s settling in please do not hesitate to ask and we will ensure this happens.

General notes/Advice tips

 Children will take part in messy activities and consequently please bear this in mind when choosing their clothes for nursery.

We require 12 weeks notice in writing when your child is due to leave. This enables us to plan ahead and offer places to those on our waiting list.

        

 

  

Autumn Term 2017

First day of term - Monday 4th September

Half term - Monday 23rd – 27th October inclusive

Last day of term - Friday 15th December

 

Spring Term 2018

First day of term – Tuesday 2nd January

Half-term – Monday 12th – Friday 16th February

Last day of term – Thursday 29th March

 

Summer Term 2018

First day of term – Monday 16th April

Bank Holiday – Monday 7th May & Monday 28th May

Half term – Tuesday 29th May – Friday 1st June inclusive

Last day of term – Friday 13th July

 

Autumn Term 2018

First day of term - Monday 3rd September

Half term - Monday 22nd – 26th October inclusive

Last day of term - Friday 14th December

 

Spring Term 2019

First day of term –Monday 7th January

Half-term – Monday 18th – Friday 22nd February

Last day of term –Friday 5th April

 

Summer Term 2019

First day of term –Tuesday 23rd April

Bank Holiday – Monday 6th May & Monday 27th May

Half term – Tuesday 28th May – Friday 31st May inclusive

Last day of term – Friday 19th July

 

 

School Policies

 

This is the list of policies we work to. The contents of these are available on request.

 

Acceptable use

 

Accident & Incident Policy

 

Admissions

Anti-Bullying Policy & Procedures

Behaviour Management

Break & Lunchtime Ratios

Bumps & Bruises

Children’s Welfare Policy & Procedures for shared care

Cleaning

 Complaints

Confidentiality – including camera usage policy

Data Protection

Disciplinary & Grievance

Epipen Training

Equality & Diversity

Equal Opportunity

Forest School

Hand Washing

Health

Holiday Club

ICT Misuse

Inclusion & Additional Needs

Intimate Care

In the event of a Power Cut

Key Person

Lost or uncollected

Mobile Phone

Moving & Handling

Nappy Changing

Online Safety

Outings

Parental Involvement

Partnership with other Professionals & Agencies

Partnership with Parents

Potty/Toilet Training

Recruitment of Ex-Offenders

Recruitment & Selection

Registration & Admissions

Risk Assessment

Safety Policy & Procedures

Safeguarding

Safeguarding children confidentiality and client access to records

Safeguarding children – information sharing

Smoke free

Staffing

Summer

Sun Protection

 Volunteers, Students and Parent helpers

 Whistleblowing