Prospectus

Settling your child into pre-school:

It is very difficult for anyone, adult or child, to learn if they are not comfortable in their surroundings. When new families join the setting for the first time, they may need quite a lot of help as they adjust to being in the setting and parting from one another. The initial settling in may be over quickly or may take a term or more.

However, even for children and families who are accustomed to the pre-school there will often be a little settling in period at the start of each session. Children and adults sometimes experience a little stress or uneasiness while they are actually parting from one another even though they are used to the idea and are quite happy once the parting has been successfully accomplished. The practitioners at Herlington pre-school will be sensitive to your needs and help you and your child in getting over this stage.

Some children need an adults hand to guide them towards an activity that they are known to like. Once they have reminded themselves of the pleasure of play in the group, and are quite happy, the adults are free to go.

Other children find good-byes easy and get round the settling in process by rushing into the group without a backward glance at the parent / carer at the doorway. This is relatively easy to handle where the child is concerned, but can be quite hurtful for some parents who feel that their child is eager to leave them or indifferent to their presence.

They need someone on hand to congratulate them on their child's budding independence and to reassure them that it does not mean any loss of affection; rather that it is a compliment to the confidence and security they have given the child. For some children the best introduction to the session is to have the adult who brought them, parent, childminder or other carer, accompany them to the play of their choice and to share it with them for a while.

At Herlington pre-school you can be confident that you are welcome to settle your child into session and stay for as long as you / they need.

Play to support the Early Years Foundation Stage Curriculum:

• Personal, social and emotional development
• Activities that interest excite and motivate children to learn.
• Messy play including mixing different materials such as foam or glue and water. Talk time where children listen to others, speak and are listened to.

• To share and turn take.
• Small world toys, play dough, snack time.

• To play independently and risk take in a safe environment.
• Outdoor play equipment, woodland area, digging, gardening and Woodwork.

• Work as part of a group, show initiative to develop ideas.
• Role play, construction.

• Learn to have respect for other people.
• Book area, puzzles, dressing up.

• Become confident in accessing their own materials independently.
• Writing area, Painting. Sand and water play. Free access trolleys.

• Problem solving, reasoning and numeracy
• Discover shape, distance and measure, exploring real-life problems.
• Outdoor play, snack time, sorting toys and games. Block play.

• Develop mathematical understanding, including using new words and mathematical ideas, concepts and language. Discover number, counting and calculating.
• Stories, games, imaginative play, role play and song time ( including songs and rhymes from a range of cultures. )

• Communication, language and literacy
• Communicate thoughts, ideas and feelings
• Role play, group time, junk modelling, sticking and construction.

• Show an interest in books as well as written and spoken words.
• Book area including non-fiction and fiction books, songs, poems, rhymes and cooking activities.

• Children to enjoy and respect the companionship of others.
• Group talk time, books, home corner, play dough, puzzles.

• Develop phonological awareness. Using all their senses to develop speaking and listening skills, ultimately leading to reading and writing.
• Rhymes, rhyming games, musical instruments and clapping games, posters and displays, mark making, magnetic letters, drawing, modelling, reading and writing.

• Knowledge and understanding of the world.
• Gain skills and understanding to help make sense of the world.
• Use tools, including woodwork tools. Use the outdoor area to discover creatures, plants and objects in the natural environment.

• Encourage children to explore, experiment, observe, problem solve, predict, make decisions and join in with discussions.
• Sand, water play, topics, walks in the local environment, magnify glasses, computers, treasure baskets, role play, imaginary play and books.

• Physical development
• Gain confidence in their abilities by taking manageable risks.
• Outdoor equipment, using tools to cut snacks, and make things from wood.

• Develop an awareness of a healthy lifestyle, and promote a positive sense of well being.
• Snack time, movement to music, P.E. Games and equipment, ball games.

• Creative development
• Develop creativity by exploring their own ideas, and expressing them.
• Movement to music, musical instruments, using crayons, paints, scissors, words, sounds, props and make-believe.

• Respond to what they hear, see, touch and smell.
• Play dough, group discussion time, painting including hand/feet painting, clay, treasure baskets, collage, colour mixing, and cooking activities.

• Use their imagination.
• Art and design, block play, music, dance, imaginative play, role play, stories, and puppets.