This prospectus aims to provide you with an introduction to Little Leaves Pre-school, our routines, our approach to supporting your child’s learning and development and how we aim to work together with you to best meet your child’s individual needs. This should be read alongside our Childcare Terms and Conditions for a full description of our services.
Overview There has been a pre-school in the Youth Centre since the building was opened in the autumn of 1980. In 1988 there was a change of leadership and the group changed its name from Nag's Nippers to Greenash, now to Little Leaves Pre-School following a vote by the then parents. 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 provides the foundation children need to make the most of their abilities and talents as they grow up. We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.
Little Leaves Pre-School is a member of the Pre-School Learning Alliance and is run by a Committee of parents who are elected each year. The group is registered with OFSTED and the latest Inspection Report is available on request or can be found on-line. Our aims at Little Leaves Pre-School are in accordance with the EYFS Statutory Framework and Development Matters. Government funding for 2, 3 and 4 year olds is available. The staff work together as a team to provide the best possible care for your children and the minimum staffing ratios are 1 : 4 for children aged 2 years and 1 : 8 for children aged 3 and over.
There is at least one First Aider present every session.
We are open from 9am-Noon and Noon-3pm on Monday, Tuesday, Wednesday,Thursday and Friday, during school terms, we try to keep the same term dates as our local Primary School, minus 1 week. We take children from the age of 2 Years until they start full time School. We warmly welcome all children from the local community and further afield.
Our setting aims to:
provide high quality care and education for children below statutory school age;
work in partnership with parents to help children to learn and develop;
add to the life and well-being of the local community; and
offer children and their parents a service that promotes equality and values diversity.
offer well-balanced session of social interaction and learning through play
provide opportunities to experiment, experience and develop new skills in a safe, well supervised situation.
Parents You are regarded as members of our setting who have full participatory rights. These include a right to be:
valued and respected;
kept informed;
consulted;
involved; and
included at all levels.
As a voluntary managed setting, we also depend on the good will of parents and their involvement to keep going. Membership of the setting carries expectations on you for your support and commitment.
Children's development and learning We aim to ensure that each child:
is in a safe and stimulating environment;
is given generous care & attention, because of our ratio of qualified staff to children, alongside volunteers;
has the chance to join in 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 and buddy who makes sure each child makes satisfying progress;
is in a setting that sees parents as partners in helping each child to learn and develop; and
is in a setting in which parents help to shape the service it offers.
The Early Years Foundation Stage Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2023):
A Unique Child
Every child is unique 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, parents and carers.
Learning and Development
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.
How we provide for development and learning Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. We plan our days around challenging and interesting activities. All of the activities we provide help the children individually to develop and progress towards achieving the Early Learning Goals set by the Government. We provide opportunities to enable children to extend knowledge, understanding & skills over 7 areas of learning.
7 Areas of Development and Learning comprise: 3 Prime areas
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.
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.
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.
4 Specific Areas
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
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 the 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, music, movement, dance, role-play design and technology.
For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.
The Early Years Outcomes (DfE 2021) guidance sets out the likely stages of progress a child makes along their progress towards the Early Learning Goals. Our setting has regard to these when we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understanding they need for:
Personal, social and emotional development
making relationships;
self-confidence and self-awareness; and
managing feelings and behaviour.
Physical development
moving and handling; and
health and self-care.
Communication and language
listening and attention;
understanding; and
speaking.
Literacy
reading; and
writing.
Mathematics
numbers; and
shape, space and measure.
Understanding the world
people and communities;
the world; and
technology.
Expressive arts and design
exploring and using media and materials; and
being imaginative.
Our approach to learning and development and assessment Learning through play Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.
Characteristics of effective learning We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:
playing and exploring - engagement;
active learning - motivation; and
creating and thinking critically - thinking.
We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.
Assessment We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we will ask you to contribute to assessment by sharing information about what your child likes to do at home and how you, as parents, are supporting development. This is done using Tapestry, you are able to upload photos of your child learning in the comfort of your own home.
Your childs’ Key Person will perform periodic assessment summaries of your child’s achievement based on our on-going development records. We undertake these
assessment summaries at regular intervals, as well as times of transition, such as when a child moves into a different setting or when they go on to school.
The progress check at age two The Early Years Foundation Stage requires that we supply parents and carers with a short summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.
Record of Achievement All children attending Little Leaves Pre-school have a personal on-line Learning Journey. This records photos, observations and comments, in line with the Early Years Foundation Stage. During your Childs’ time with us we will build up a record of achievements and work together to provide what your child needs for her/his well-being and to make progress.
Tapestry is a system, which is hosted in the UK on secure servers. You will have secure access (via email address and password) to your child’s Learning Journey and, in addition to viewing our contributions, we encourage you to add to it by uploading photos and comments, or commenting on observations made by us.
Your child's key person will work in partnership 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. Together, we will then decide on how to help your child to move on to the next stage.
Working together for your children We maintain the ratio of adults to children in the setting that is set by the Safeguarding and Welfare Requirements. We also have volunteer parent helpers, where possible, to complement these ratios. This helps us to:
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 staff who work at our setting are:
Setting Supervisor: Joanne - NVQ3, Designated Safeguarding Lead, Designated Person for Online Safety, Health & Safety Officer, Fire Officer, Paediatric First Aid, ICan, Level 3 Food & Hygiene, Mental Health Lead.
Gemma S - NVQ3, Paediatric First Aid, Food & Hygiene
Charlotte G - Paediatric First Aid, Food & Hygiene, Studying NVQ 2
Grace - Paediatric First Aid, Food & Hygiene
Committee Chair Ian
How parents take part in the setting Our setting recognises 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 children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:
exchanging knowledge about their children's needs, activities, interests and progress with our staff;
contributing to the progress check at age two;
helping at sessions of the setting;
sharing their own special interests with the children;
helping to provide and look after the equipment and materials used in the children's play activities;
being part of the management of the setting where appropriate;
taking part in events and informal discussions about the activities and curriculum provided by the setting;
inform us of things that may be affecting your child, from family brake down to sleepless night;
joining in community activities, in which the setting takes part; and
building friendships with other parents in the setting.
Joining in Parents can offer to take part in a session by sharing their own interests and skills with the children. Parents have visited the setting to show the children pet mice and guinea-pigs, you could show the children a collection you have or play an instrument, read to a small group or take part in an art activity.
Little Leaves Pre-School is a Charity, Committee run organisation so there are many opportunities for parents to become involved with the Pre-School and we continuously need volunteers. An A.G.M. is held annually, which all parents are invited to attend. The Committee meet once a month to discuss the business, any issues, fund-raising and forthcoming events. A parent does not have to be a Committee member to attend a meeting: a new member can be drafted in to the Committee at any point in the academic year.
We welcome parents to drop into the setting to see it at work or to speak to staff if you would like to join in.
Key person and your child All settings uses a key person approach. This means that each member of staff has a group of children for whom she/he is particularly responsible. Your child's key person will be the person who works with you to make sure that the childcare that we provide is right for your child's particular needs and interests. When your child first starts at the setting, she/he will help your child to settle and throughout your child's time at the setting, she/he will help your child to benefit from our activities. Your Childs Key person will be responsible for keeping records of your child’s achievements, assess and identify areas requiring attention and further development. During the year we operate an open-door policy so you will always be welcome to discuss your child’s time at Little Leaves during our opening hours. If at any time your childs’ Key person is absent, we have a buddy system in-place to ensure your child is always supported.
Learning opportunities for staff As well as gaining childcare qualifications, our staff take part in the regular training required to help them to keep up-to date with thinking about early years care and education. We also keep up-to-date safeguarding requirements and with best practice. As a member of the Pre-school Learning Alliance we are able to read through Under 5 magazine and other publications produced by the Alliance.
The settings timetable and routines Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in our setting are provided in ways that:
help each child to feel that she/he is a valued member of the setting;
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 side gate entrance is opened at 9am or noon, for the afternoon session.
When leaving ALWAYS say goodbye to your child and let staff know that you are leaving. If your child is upset your child’s key person will be with your child until they are settled, if their key person is not available we have a buddy system in place.
We have free flow in every session. If the weather is bad, the garden will still be in use but for a shorter period, please provide your child with suitable clothing.
At around 9.45 am all children take part in tidy up time followed by circle time based around Good Morning, Days of the week, Weather and Golden Rules.
At around 10am we offer a healthy snack in order to teach the children important skills. Fresh milk/water is also available. (Please ensure children have breakfast before pre-school. If your child hasn’t eaten their breakfast please inform a member of staff so that they can be one of the first children to eat at snack time. If your child is going to attend the afternoon session or all day you will need provide your child with a healthy packed lunch and drink to eat in session.)
At around 11.45am/2.45pm all children take part in tidy-up time followed by the children enjoying circle time based around stories, nursery rhymes and songs before home time.
At around 12.30 the children all enjoy sitting with each other and staff members to eat their lunch.
The side gate opens at noon and 3pm for collection/drop off; as above.
We organise our days 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(s).
Snacks and meals We make snacks and meals a social time at which children and adults eat together. We plan the menus for snacks so that they provide the children with healthy and nutritious food. Please tell us about your child's dietary needs and we will plan accordingly where possible.
Clothing We provide protective aprons for the children when they play with messy activities. We encourage children to gain the skills that 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 that is easy for them to manage will help them to do this. Please clearly label all removable clothing. We ask you to provide your child with a change of clothes for use in the event of an accident, in a clearly marked bag. If your child is toilet training, please provide lots of clothes, especially in the early days.
Policies Our policies help us to make sure that the service provided by our setting is a high quality one and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents. Our staff can explain our policies and procedures to you, copies of which are available on request. Our committee members, staff and parents work together to adopt the policies and they all have the opportunity to take part in the annual review of the policies. We work together with parents to adopt the policies and provide them with the opportunity to take part in the annual review of the policies during committee meetings. This review helps us to make sure that the policies are enabling our setting to provide a quality service for its members and the local community. Our policies are available to view on request or a copy can be emailed to you if required, we welcome parent comments and suggestions.
Privacy Notice : Information we hold about you and your child 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
Processed fairly, lawfully and in a transparent manner in relation to the data subject [you and your family]
Collected for specified, explicit and legitimate purposes and not further processed for other purposes incompatible with those purposes.
Adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed.
Accurate and, where necessary, kept up to date.
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.
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.
When you register your child with us we will provide you with our full privacy notice that gives you further details of how we fulfil our obligations with regard to your data.
Behaviour Management It is important for children to learn acceptable behaviour from an early age. We therefore encourage children to respect the feelings of others. A member of staff will speak to the child concerned about their behaviour and talk through why it is unacceptable. The member of staff ensures that the child is occupied away from the situation. We instil a sense of right and wrong by praising good behaviour and kindness. We NEVER use physical force.
Health and Hygiene In order to minimise the spread of infections we ask you to keep your child at home if:
They have had a temperature of more than 37◦c during the last 48 hours.
They have had sickness or diarrhoea during the last 24 hours. Please do not bring your child in to Pre-School until they have been clear for 48 hours.
They have a communicable disease such as Mumps, Measles or Chicken Pox.
You are treating your child for Head Lice.
They are displaying flu symptoms including - sudden high fever, severe exhaustion, headache, decreased appetite, achy muscles and chills.
They are displaying any COVID Symptoms, dependant on latest government Guidance.
We ask you comply with these for the well-being of the children as well as the staff. If your child becomes ill during the day we will phone you and ask you to come and collect them. In case you happen to be out shopping etc, we will contact your emergency number.
Safety The safety of your child is of paramount importance; however, they do have the occasional accident. All accidents are dealt with and then recorded in the accident book, which you as a parent are asked to sign. If it is serious it is important that we can contact you, as we do ask for an emergency number. This can be a relative to the child, friend, neighbour or your mobile number, so please can you always make sure that you keep us updated when you change your phone number. If you or your regular carer is not picking up your child please can you inform a member of staff or phone us - they will also need to supply a password to collect your child. We also need to know if there is someone who must not collect your child.
The children wash their hands before eating and after going to the toilet and use single use microfibre hand towels which are placed in the washing bin after use and washed daily.
Safeguarding children Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’. Our employment practices ensure children are protected against the likelihood of abuse in our setting 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 that 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.
The management of our setting Our setting is a charity and as such is managed by a volunteer management committee - whose members are elected by the parents of the children who attend our setting. The elections take place at our Annual General Meeting. The committee make up the registered person with Ofsted and are responsible for:
managing our finances;
employing and managing our staff;
making sure that we have, and work to, policies that help us to provide a high quality service; and
making sure that we work in partnership with parents.
The Annual General Meeting is open to the parents of all of the children who attend our setting. It is our shared forum for looking back over the previous year's activities and shaping the coming year's plan.
Special needs To make sure that our provision meets the needs of each individual child, we take account of any special needs a child may have. We work to the requirements of the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015). If you have any concerns or your child receives DLA, please pop in to see;
Our Special Educational Needs Co-ordinator Charmaine Brooks
Donations We are a charity and have to fundraise for all of our equipment and resources and rely on parents’ donations and help in fundraising to keep Little Leaves Pre-school afloat. We continuously need items that many households throw away or recycle:
Stationary - paper, pens, pencils, paint brushes, envelopes including prepaid envelopes, notepads, old diaries, old catalogues, boxes, empty squeezy bottles, are continuously used.
Home items that can be used in imaginary play i.e jugs, wooden spoons, whisks, trays, silicon cake cases, plastic rolling pins, coffee/salt shakers etc are great for imaginary play.
Carpet offcuts new or old in good condition.
Fees The fees are £17.00 per session payable termly in arrears. Fees must still be paid if children are absent without notice for a short period of time. If your child has to be absent over a long period of time, please talk to Charmaine Brooks or the Committee Chair.
A £50 non-refundable deposit is needed to secure your child’s place, payable 4 weeks in advance of their start date. This will be deducted from the first terms fees. A deposit is NOT required for children who are only accessing their funded hours. Children on funded places are allowed a minimum of 15 hours per week, which can be split between two providers.
For your child to keep her/his place at our setting, you must pay the fees. We are in receipt of nursery education funding for two, three and four year olds; where funding is not received, then fees apply.
Funding - see childcarechoices.gov.uk for more information. All 3 to 4-year-olds in England can get up to 570 hours of free early education or childcare per year. In our pre-school this is taken as 15 hours a week for 38 weeks of the year.
Some 3 to 4-year-olds in England can get up to 1140 hours of free early education or childcare per year. Also known as 30-hours free childcare. You will need to visit childcarechoices.gov.uk to apply and if successful you will be given a unique reference number, please enter this in the Registration Form before your child starts at pre-school. Successful applicants will have to reconfirm details quarterly.
Some 2-year-olds can get up to 15 hours of free childcare each week for 38 weeks a year. Parents of 2 year olds will need to complete an application online to find out if their child is eligible for the 2-year-old funding. If successful, you will be given a unique EY number, please enter this in the registration form. We need to see confirmation and see a copy of you Childs Birth Certificate for this to be validated.
Here in Kent, these 38 weeks are in line with three academic periods (autumn, spring and summer). At the beginning of the Autumn, Spring and Summer Term we ask you to complete, sign and return a Parental Declaration Form, this will show the number of weekly hours you wish to claim. We need to see a copy of your Childs Birth Certificate for this to be validated.
Three and four-year-old children must attend during the Kent designated headcount week to be able to claim Free Early Education for that academic period.
Autumn (terms 1 & 2) September to December – 14 Weeks at up to 15 Hours per week Spring (terms 3 & 4) January to March – 11 Weeks at up to 15 Hours per week Summer (terms 5 & 6) April to July – 13 Weeks at up to 15 Hours per week
Kent pays only complete weeks although a week can be from Tuesday to Monday or Wednesday to Tuesday etc. Please note; if your child starts with us in the Summer Term, they will miss up to 1 week of their entitlement of funding for the for the year.
Where a child attends our setting for more weeks than those funded, the additional hours will attract a charge and this is shown on your bill. If you do not want your child to attend the additional sessions, then you will need to tell us within 4 weeks of the date. We will always try to avoid this where possible.
In addition, there are occasions where we will be closed for example bank holidays and voting days, you will be offered additional sessions for your child to compensate for this, with no additional charge. Again, please let us know in advance if you do not want your child to attend.
Early Years Pupil Premium (EYPP) The Department for Education (DfE) introduced Early Years Pupil Premium (EYPP) for eligible 3 and 4-year-old children in April 2015. This initiative has the potential to make a big difference to the attainment of children. Providers will receive additional funding to ensure that your child is ready to succeed at school, have excellent foundations for learning and are equipped well for achievement in life, no matter what their background.
We advise you to complete section 5 of your funding form. This will allow us to apply on your behalf and you will be informed if you are successful.
Terms & Conditions Non-payment of fees are investigated regularly. If you are experiencing financial hardship please speak, in confidence, to the Manager or Treasurer so that alternative payment arrangements can be made. If without negotiation, fees are not settled, we are left with no alternative but to withdraw your Childs place and if necessary take legal action to recover the amount owed. Children in receipt of Free Early Education will be unable to access any additional fee-paying hours until outstanding fees are settled.
All absentees must be paid for in full.
Termination: 1 months written notice, or 1 months payment of fees in lieu.
Pre-School will be open Monday to Friday 9am – noon and noon – 3pm during term time only. Excluding Bank Holidays and voting days.
Pre-School will be open to all children from 2 years until school age.
Play shoes or slippers should be worn for safety (no buckles, open toes or hard soles please).
Please ensure that all removable clothing is clearly marked.
If you are bringing in spare pull-ups or clothes, please may you put them in a bag that is clearly marked with your Childs name.
No responsibility can be taken for loss or damage to clothes or property brought on to the premises.
Earrings, if worn, should be studs.
Your child’s health is important to us, so if your child has been ill overnight or at breakfast please do not bring them in.
Starting at our setting and Settling In - The first days We want the children to feel happy and secure while they are at Pre-School. For the first few days, session times will begin reduced, we will discuss with you how your child is settling in and we aim to increase session times over the first week. This will give your child the opportunity to familiarise with the staff, other children and the setting, without overwhelming them. Our ultimate aim is for your child to leave feeling happy and wanting to return. If your child becomes distressed, we will contact you.
Please remember that all children are different and some take longer to settle than others.