Children start to learn about the world around them from the moment they are born. Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. The care and education offered by our setting helps children to continue to do this by providing the children with interesting activities that are appropriate for their age and stage of development.

 

Our setting plans and provides a range of play activities which help children to make progress in each of the seven areas of learning and development. In some of these activities children decide how they will use the activity and in others an adult takes the lead in helping the children to take part in the activity.

 

We organise our 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. We aim to use our garden space as often as possible where the children are encouraged to take part in a wide variety of activities.

The Curriculum

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Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

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The Early Years Foundation Stage (EYFS) 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 to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

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The Early Years Foundation Stage has 4 main principles.  Effective practice in the EYFS is built on these four guiding themes. 

• 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

• 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.

 

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:

• personal, social and emotional development;

• physical development;

• communication and language;

Providers must 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

 

Our setting uses a key person approach. This means that each member of staff has a group of children for whom she is particularly responsible. During a child's time at Langley an EYFS record keeping document will be maintained and updated regularly by the child's key person.  When a child first starts at the setting she will help them settle and throughout your child's time at the setting, will help them to benefit from the setting's activities. She will work with parents to make sure that what we provide is right for their child's particular needs and interests. She will use information that she gains from observations, photographs and craft/artwork to document progress and in planning the next stages of your child's individual development. Parents are able to have access to these records at all reasonable times. These records may then be passed to your child's reception class teacher on their induction into school.

Although a child's key person will be the parent's main point of contact, all the staff care for all the children during the session and will happily feedback developmental progress on a daily basis or discuss any concerns with parents.

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Ofsted

 

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To see our report please go to our Ofsted report here.

 

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Policies

 

Policies and Procedures:

A copy of our latest policies and procedures is available at the setting. We work together with our families to ensure this document enables us to provide a safe, quality service for its members and the local community. It is reviewed anually and more frequently with changes in legislation. We email it to our parents requesting they take time to read through.

 

Operational Plan:

This document is stored in the hall foyer when pre-school is open. It sets out the aims and objectives of the setting, our management structure, staffing details, the curriculum and much more. We encourage you to take a few moments to have a look at the folder.

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​Privacy Policy:

We have procedures in place for the recording and sharing of information data about you and your child that is compliant with the principles of the General Data Protection Regulations (2018) as follows:

The data is we collect is

1. Processed fairly, lawfully and in a transparent manner in relation to the data subject [you and your family]

2. Collected for specified, explicit and legitimate purposes and not further processed for other purposes incompatible with those purposes.

3. Adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed.

4. Accurate and, where necessary, kept up to date.

5. Kept in a form that permits identification of data subjects [you and your family] for no longer than is necessary for the purposes for which the personal data is processed.

6. Processed in a way that ensures appropriate security of the personal data including protection against unauthorised or unlawful processing and against accidental loss, destruction or damage, using appropriate technical or organisational measures.