OUR APPROACH
At Ladybirds, we pride ourselves on our exceptional ability to provide a warm and stimulating environment, where learning is fun.
Ladybird’s is a community based setting providing high quality care and education. Children attend between the ages of 24 months and 5 years of age. They enjoy a wide range of play, development and learning opportunities. Our aim is to support the learning and development of each individual child by providing an integrated, balanced, broad, stimulating, differentiated and play-based curriculum and learning environment.
We recognise our obligations to promote, safeguard and protect the overall wellbeing of all the children in our care
OUR AIMS
01 Environment
We pride ourselves on creating an environment which is organised and efficient, and where every person matters.
We offer a wide range of exciting and challenging play based activities, facilities and resources, both indoors and outdoors to support children's learning and development.
We ensure children feel safe and secure in our care.
02 Experience
We provide experiences for children to form positive and trusting relationships with their peers and with adults.
We provide a range of learning opportunities which support the development of each individual child.
We ensure children, staff and parents have a good understanding of healthy lifestyles.
03 Opportunity
We promote family learning supporting parents and carers as the prime and most enduring educators of their children.
We promote a brighter future for us all by developing the potential of the children, parents, staff and community.
We make available a wide range of opportunities for people to develop personally and professionally.
We integrate children into their local schools.
Charlie almost instantly settled in. He has loved every minute of his time at Ladybirds and it really helped his transition to Primary School.
July 2021
Statement of Intent
At Ladybird Pre-school we take into account that all children are individuals with their own characteristics and temperament. All children develop and mature at different rates making their progress unique to them. We follow the Early Years Foundation Stage to ensure that all children reach their own potential and are ready to move on to primary school when the time comes. Experienced and well qualified staff support children’s learning through the prime and specific areas of learning.
Unique Child
We understand that each child is unique, and while we can be guided by an understanding of some general patterns of development, progression is uneven and unfolds differently for each individual child. A child's growth, development and learning are interrelated in complex ways from the moment of conception all the way through infancy to early childhood and beyond. Experiences during the early years strongly influence a child's future development, as development and learning build on what has already been acquired.
The Early Years Foundation Stage 2021 provides:
Quality and Consistency so that every child makes good progress and no child gets left behind.
A secure foundation through planning of the learning and development of each individual child, and assessing and reviewing what they have learnt regularly.
Partnership working between practitioner and with parents and / or carers.
Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
Your child's keyworker
In order to ensure every child at Ladybirds is given the appropriate level of attention and care, a key person is appointed for each child. A key person is a named member of staff assigned to an individual child to support their development and act as the key point of contact with that child's parents or carers.
MAIN DUTIES OF A KEYWORKER
Engaging with parents/carers
- Participate in and plan ways of getting parents involved.
- Promote a positive relationship between Ladybirds and home, engage in a positive way, create a bond with the parent/ carer
- Help child to settle at Ladybirds, reassure and comfort parent/carer e.g. take photos in their absence to aid feedback.
- Provide daily verbal feedback to parents, supported by the ‘how much I’ve eaten’ and the ‘what I’ve been doing today’ charts and the planning sheets displayed.
- Messages to parents/ carers (medicine and accident forms) are the responsibility of the key person, but the room team should also support the key person in this.
- Update Tapestry weekly with information for parents to access about their child.
Meeting child’s needs
- Aim to match key child to practitioner they make attachment to.
- Key person to have an input into the planning, based on what feel their key child would enjoy/ benefit from to progress further.
- Use characteristics of effective learning statements when planning for children’s individual needs
- Key person is inclusive, they are aware of the child’s individual needs, related to their culture, background, any learning disabilities, ability, dietary requirements and sensitivities, to pass the information to the rest of the staff team and ensure they are met.
- Make other room staff and kitchen aware of key child’s allergies and requirements.
Keeping records of the key child.
- All room members (including cover staff) to collect evidence of child’s progress if they observe it.
- Keep a record of child’s Online Learning Journey and update regularly
- Key Person to do an assessment of the child on entry to establish the child's developmental level so they are better able to scaffold their learning. Regular assessments must be completed there after to ensure that the child is developing at the expected rate.
- Progress summary sheets are completed and shared with child’s other setting if they attend a dual setting.
- During the end term of Pre School, Practitioners will complete a transfer profile to the reception teacher.
QUESTIONS? We’re here to help!
We know how important it is to find the right setting for your child. If you have any questions, please do let us know.
