On arrival you and your child will be greeted by a staff member. At this time you may wish to tell us something about your child e.g. didn't sleep very well, has had a nosebleed, has fallen over and is hurt somewhere.
It is important that your child is then entered into the register. Never take your child home without informing a staff member.
It is also very important that we know who is collecting your child. We cannot allow anyone other than persons you have nominated to collect your child. Please ensure that you sign the appropriate form and give us the correct information about who is collecting your child if it is someone other than yourself.
This information is necessary for the security of your child, the centre, and in case of emergencies.

The setting keeps a written profile for each child. Staff and parents working together on their children's profile is one of the ways in which the key person and parents work in partnership. Your child's profile helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

your child's key person will work 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. You and the key person will then decide on how to help your child to move on to the next stage.

We provide protective clothing 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 provide a set of spare clothes for your child which are suitably labelled.

You may wish to purchase some "uniform". T-shirts and sweatshirts are available with our logo printed onto them. Please ask for the brochure to see prices, sizes and an order form.

Our setting has a key person system. 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 what 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 the setting's activities.

We realise and understand that separating can be difficult for you and your child - that is why staff are here to help you.

Please feel free to talk to us anytime if you have any problems or questions.

The following may be of some help to you.
Prepare yourself first so that you can deal with your child's feelings.
Talk to your child about separation and about the pleasure of going to nursery e.g. "It‘ll be fun, there'll be lots of children to play with, you can paint".
Help your child get to know your key person beforehand. Visit the Centre so that your child can participate in some activities while you are there.
Allow your child to bring a comforter of some kind e.g. a teddy, or favourite toy. This helps them feel secure
Always say "Goodbye". This is very important as it helps to develop trust and independence.

(From "Touch Points" by Dr. T. Berry-Brazelton)

The setting makes snacks and meals a social time at which children and adults eat together. We are committed to working towards the "Under 5 healthy eating award" by achieving set targets each year.
We are working with the Children's Centre's dietician (Emma) to ensure that the menus for snacks and meals are planned to provide the children with healthy and nutritious food. Do tell us about your child's dietary needs and we will make sure that these are met.

As part of the setting's policy to make sure that its provision meets the needs of each individual child, we take account of any special needs a child may have.

The setting works to the requirements of the 1993 Education Act and The Special Educational Needs Code of Practice (2000).

The setting organises the day so that children can take part in a variety of child-chosen and adult-led activities. These take account of children's changing energy levels throughout the day.
The setting caters for children's individual needs for rest and quiet activities during the day.
Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them.

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. 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.

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 session/day in the 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;
Provide children with opportunities to learn and help them to value learning.