Prospectus

AIM

Our aim at Rainbows Pre-school is to enhance the development & education of all children whilst they begin their progression through the foundation Stages. They will have the opportunities in Learning through play whilst we work within the Early Learning Goals. We aim to do this in a safe, fun, happy & stimulating environment. We will ensure all children & their families have equal opportunities.
Rainbows is registered by the Early Years Ofsted, under the Terms of the Children’s Act 2006 and is a member of the Pre-School Learning Alliance. Ofsted Inspections are carried out at appropriate intervals. It is organised and managed by Jacqui Huskins and Lynn Hooper in consultation with the staff and liaison with parents/carers. Jacqui Huskins & Lynn Hooper both hold the Diploma in Pre-school Practice, both also hold First Aid certificates in child care.  Children from the age of 2 years 6 months are able to attend.

The Pre-School meets:

Monday – Friday 9.15 – 3.15
Sessional & Full day care available. Morning sessions 9.15 – 12.15 Afternoon sessions 12.15 – 3.15

THE CURRICULUM

Rainbows Pre-school offers a curriculum in conjunction with the guidelines set out by the DfES (Department for Education & Skills) & the EYFS (Early Years Foundation Stage). Working through the Development Matters guidance towards the Foundation Stage. Starting with the ‘Prime’ areas before moving onto the ‘Specific’ areas ensuring effective learning.

Personal, Social and Emotional Development (Prime area)

Personal, Social & Emotional Development is critical for very young children in all aspects of their lives & gives them the best opportunities  success in all other areas of learning.

Children are encouraged to develop independence, confidence and self-respect within a nurturing environment. They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults. Through activities, conversation and practical example, they learn acceptable ways to express their own feelings and to have respect for the feelings of others.

Mathematics (Specific area)

Mathematical development depends on becoming confident & competent in learning and using key skills.

By means of adult-supported practical experience, children become familiar with the matching, sorting, ordering, sequencing and counting activities, which form the basis for early mathematics. As they use their developing mathematical understanding to solve practical problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, position, size, volume and number. Songs, games and picture- books help children become aware of number sequences and, when they are ready to use simple mathematical operations such as adding.

Literacy (Specific area)

Children are helped to understand that written symbols carry meaning, to be aware of the purpose of writing and, when they are ready, to use drawn and written symbols for themselves. A well-stocked book corner gives every child the opportunity and encouragement to become familiar with books! The ability to handle books and to be aware of their uses, both for reference and as a source of stories and pictures.

Communication and language (Prime area)

Communication and Language depend on learning & being competent in a number of key skills together with having confidence, opportunity, encouragement, support & disposition to use them.

Children are encouraged to extend their vocabulary and fluency by talking and listening and by hearing and responding to stories, songs and rhymes in both small and large groups.

Understanding of the World (Specific area)

In Understanding of the World children are developing crucial knowledge, skills & understanding that help them make sense of their world. Thus giving them the foundation for later work in humanities, technology & ICT.

Children are encouraged to explore and experiment with a range of natural and manufactured materials. They learn to observe the features of objects and substances, recognizing differences, patterns and similarities, and to share and record their findings. Adults encourage the children to discuss their discoveries and to ask questions about the world around them. A range of equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate, to achieve their intentions and to solve problems.

Expressive Arts and Design (Specific area)

Creativity is fundamental to successful learning. Being creative enables children to make connections between one area of learning  & another, so extend their understanding.

A wide range of resources are available to allow children the opportunity to express their own ideas, feelings & experiences. Art equipment, including paint, glue, crayons and pencils as well as natural & discarded resources, provides for open-ended exploration of colour, shape & texture and the development of skills in painting, drawing & collage. Children join in with and respond to music & stories, there are many opportunities for imaginative role-play, both individually and as part of a group.

Physical Development (Prime area)

Physical development is about improving skills of co-ordination, control, manipulation & movement. It helps children gain confidence in what they can do & enables them to feel the positive benefits of being healthy & active. A range of equipment allows children to develop confidence and enjoyment in the development of their own body skills.

Adult supervision enables children safely to create & meet physical challenges, developing increasing control and skill in moving, climbing & balancing. Children are also encouraged to develop their fine motor skills by the use of small tools including pens & pencils, and to handle small objects with increasing control & precision.

STAFF

Lead Pre-school Practitioners:-

Jacqui Huskins Mobile 07760325530
Lynn Hooper Mobile 07773574550

Pre-school Practitioners:-

Sarah Palmer,  Avril Fitzpatrick, Sarah Guy, Debbie Schools,  Michelle Grierson, Sarah Carline, Chloe Hebburn

In keeping within the lines of the Pre-school Learning Alliance and DfEE guidelines all our staff receives appropriate training and are encouraged to attend courses available to them. All certifiates obtained from training are on display in the pre-school. We are all First Aid Providers.

PARENTS

Parents/carers are very welcome to help at Pre-School with the children and a rota is available on the notice board.  You may like to offer help in other ways (help with cleaning/mending toys, gardening, organising fund raising events, suggesting or preparing activities etc.). New ideas are always welcome.

KEYPERSON

Every child in the group is allocated a member of staff (keyperson) which can make settling into the group that much easier. Parents/carers are able to liaise with the keyperson about their child’s progress during normal sessions.

RECORD KEEPING

Observations, Photos and records of development are published on Tapestry with parental permission. It is used alongside the EYFS to ensure the children’s individual developmental needs are met.

TRAINING

Membership of the Pre-School Learning Alliance ensures that the group is constantly in touch with new thinking, by receiving monthly magazines with up to date information. These are on view, together with information on current affairs and health issues. Parents may wish to take publications home but are respectfully asked to return them in order to allow other parents/carers the opportunity to view them. In addition, on-going training is available through both the Alliance and the Early Years, which welcomes both parents and staff.

HEALTH AND SAFETY

It is the Pre-school policy that no child will be released into the care of any person other than the parent/carer unless written authorisation has been received. All accidents are recorded in an accident book and parents/carers will be asked to sign it. If your child has any injury or bruise prior to a session, please inform a member of staff in order for us to make an entry in the accident book to the effect that the injury occurred before the session.

ILLNESS

We ask that you do not bring your child to pre-school if they have been suffering from sickness or diarrhoea in the 48 hours leading up to a session, or if they have contracted a contagious disease.

FEES

To secure your child’s place at Rainbows a deposit is required. This is due the term before they start. A letter of confirmation will be sent out to you at the appropriate time. Fees are payable in advance on a half-termly basis although alternative arrangements can be made by consultation with the playleaders if you find this difficult. Either cheque or cash can make payment. (Cheques payable to Rainbows Pre-school). The current hourly fee is £4.80 (£14.40 per session). We receive grant funding for 3 – 4 year old children in the term after their 3rd birthday. We also accept children that qualify for 2yr old funding from 2yrs 6mths. We will approach you with the relevant details at the appropriate time. Fees and Grants ensure that your child’s place at Rainbows is secure therefore non-attendance due to sickness or holidays are payable as normal.  One months notice in writing must be given if you wish to relinquish your place for any reason  other than starting school.

POLICIES

All our policies are designed to offer the best possible experience for the children and families in the group. The policies are reviewed on a regular basis and comments and suggestions from parents/carers are always welcome. All policies are on view and copies are available from the playleaders.

STARTING PRE-SCHOOL

A child who is tense or unhappy will not be able to play properly, so it is important for parents and staff to work together to help the child to feel confident and secure in the group. This takes a little longer for some children than for others and parents should not feel worried if their child takes a while to  settle.

REFRESHMENTS

Milk or water is provided at each session together with a snack of a biscuit and fruit.  You may provide an alternative carton of drink (non-fizzy) with your child’s name on it if you wish.

CLOTHING

It is advisable to send children dressed in clothes that are easily washable and not too new as activities include various kinds of materials including messy ones.
It is good for children to practice the skills, which make them independent. Simple clothing which they can handle themselves will enable them to go to the toilet when they want to and to put on or take off their outdoor clothes without being too dependant on other people’s help. Soft-shoes or plimsolls are to be provided for use within the playroom area. Although spare clothing is available for the occasional accident you may like to bring a spare set of clothing in a separate bag with your child’s name on.

It would be most helpful if all coats, bags, and shoes were labelled.   

PERSONAL DETAILS

It would be most helpful to us if you could inform us of any changes at home that may effect your child’s usual behaviour. This may range from mum or dad working away from home to more serious situations i.e. divorce or bereavement. We know these issues may be difficult to discuss but be assured we will assist you in any way we can. All information will be treated in the strictest confidence.

Please find below a selection of websites you may find useful.

www.hants.gov.uk/families

www.familylives.org.uk

www.gingerbread.org.uk