OPERATIONAL PLAN WHERE EVERY CHILD IS AN INDIVIDUAL AND ENCOURAGED TO DEVELOP AND BLOSSOM INDIVIDUALLY Spring Pre School Operational Plan 2 Contents Introduction 3 Why the name ‘Spring’ 3 Aims and objectives 4 Staffing structure 5 Staff 7 Let us look at the special responsibilities 10 Working in partnership with parents and carers 12 What is it like for a child here 14 Key person system 16 Planning 17 Spring Pre School Operational Plan 3 AN INTRODUCTION TO SPRING PRE SCHOOL We pride ourselves on providing an excellent learning and development environment where your child will be supported to achieve their full potential. Our aim is to provide a setting that is not only safe, but stimulating, allowing the children to reach their early learning goals in social, emotional physical, creative, and intellectual fields. We offer equal development of genders and encourage a positive image of differing cultures through toys, clothing, and the celebration of various festivals. Spring pre-school offers a developmentally appropriate curriculum that meets the needs of the children, adheres to the EYFS framework, but always remembers that your child is an individual and is always treated as one. Good parenting and high-quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. (EYFS) WHY THE NAME ‘SPRING’ PRE SCHOOL After attending a seminar where Peter Dixon was a guest speaker, Peter is an author of many children’s books and is also a senior lecturer in Primary Education, I was so inspired and encouraged by Peter’s approach to education that I took the name ‘Spring’ from his ideas of education being divided into seasons. Spring is the beginning – this is the time when children are eager to learn, a time when children begin their education through play. When a bulb is planted and nurtured a beautiful flower will grow. The same with children, if we care, encourage, and nurture a child to grow and develop we will see them blossom, full of confidence for the next stage of their education. Spring has been operating in Blackwater for 18 years and has been situated in St Barnabas Church for the last 12 years. Children are accepted here from their 2 nd birthday until they go to mainstream school. Spring Pre School Operational Plan 4 AIMS AND OBJECTIVES A charter for children – each child has the right To participate harmoniously in their community To grow up safely, to be protected and cared for To be a child, to play and have fun To be able to explore their world To question and to choose To make full use of and develop skills and abilities To participate in decision making To be treated fairly and equally To have their abilities, cultures and religions respected To have access to a safe and stimulating environment To be helped to make healthy choices Spring prides itself on working closely with the community and addressing and supporting local need as appropriate to each family within its care. Spring follows the revised Early Years Foundation Stage, closely to work alongside requirements set out by the local authority and Ofsted. Ofsted registration no: EY350431 Spring Pre School Operational Plan 5 STAFF - OUR MOST IMPORTANT RESOURCE When starting at Spring staff have been carefully selected through the recruitment process to ascertain professionals who can work as a team with the best interests for children. Through the safer recruitment policy (see policy file) staff need to have a DBS check (formerly CRB) which means they have been checked to ensure the safeguarding of children and references are carried out accordingly. With any new supervisor in accordance with new OFSTED regulations. Furthermore, upon starting at the setting staff inductions are completed to ensure the health and safety of all children, staff, and the new staff member themselves. This checklist is also carried out with any parents or volunteers and students have their own specific induction to undertake. Our aim is for all our staff to be qualified or working towards level 3 and are always encouraged and supported to reach their full potential. All members of staff are kept fully informed of any training opportunities and must attend any legislative training to keep them updated on new policies/ procedures. Half termly staff meetings are held, and all staff are encouraged to attend and are reimbursed for attending. The purpose of these meetings are: To discuss any concerns/questions staff may have. To ensure all staff are kept updated of any changes/additions to policies or procedures To share knowledge/information staff have gained from recent training To plan and discuss forthcoming activities Time to share knowledge about children to fulfil learning journeys Additional meetings are held as and when deemed necessary. Staff Professional Development Profiles: Staff are encouraged and do regularly write their own professional development plans in which they state what they have currently achieved and look forward as to what their longer-term goals are within the setting. This enables them to be able to take a step back from their practice and have a look at the overall picture, enabling them to reflect how they are currently working within the setting and what they would like to give greater detail to in their professional practice. Staff appraisals: Appraisals are carried out annually for all staff members. This is completed by the owner Jeanette McCormack. It gives staff an opportunity to reflect on the year they have had, how roles or responsibilities have evolved during that time and any targets to set for the forth coming year for them to develop professionally. Spring Pre School Operational Plan 6 Training Training is on offer to staff online and in workshops; we share training with other settings, also the local head teacher will run workshops for us; is then cascaded to other members of staff verbally and/ or in file available for all staff members to view and have access to. Termly briefings are attended by staff run by the local authority. STAFFING STRUCTURE Jeanette McCormack Manager Carley Easterling Deputy Supervisor Lisa Cannon Supervisor Regulating bodies & support Ofsted HCC SEN INCO Services for Young Children (SFYC) CPO-Sharon Halter SENCO - Nickie Bullock Jodie Carlton Clark (training) Lily Cannon (training) Pete Napper (training) Health & safety officer Lunchtime supervisors Lisa Farrell Abby Roper Parent Rep Abby Roper Parent Rep Andi Middleton Admin Hayley Ball Emergency Cover: Lunchtime supervisors, bank staff, parent helpers Spring Pre School Operational Plan 7 Jeanette McCormack Owner/ Manager Qualifications Foundation Degree in Childcare & Education CACHE Diploma Level 3 Childcare & Education 7307 City & Guilds Teaching/ A1 Assessor Cert. Food Hygiene Health and Safety Advanced Child Protection First Aid 2019 Experience/Personal statement I started Spring Pre School in September 2001 after training at Frogmore College completing my NNEB; I have continued my training throughout the years I now have a degree in Early Years, and a qualification to teach post 16 in childcare and social care; and communication. I taught at Frogmore College for two years, expanding my knowledge working with young adults. I very much enjoy my job and cannot think of anything else I would rather do. I look forward to the next years working at Spring. Lisa Cannon Supervisor Qualifications NVQ Level 3 Childcare & Education First Aid 2019 Experience/Personal statement I have been working in childcare for 10 years; I really enjoy working for Spring pre- school and our team. It is a real joy getting to know the children and watching them grow. I am level 3 qualified in early years and leadership management. I enjoy working with children because it is fun, stimulating and extremely rewarding. I am taking a lead role as a room leader and look forward to the new challenge working with my colleagues, parents, and children. ************* Spring Pre School Operational Plan 8 Sharon Halter Child Protection Officer Qualifications Level 3 Childcare & Education Food hygiene Health and safety Advanced child protection First Aid 2019 Experience/Personal statement: I started working at Spring Pre-School 11 years ago. Within that time, I have qualified as NVQ3 in Childcare, Learning and Development. My role is child Protection officer. I really enjoy watching the children grow in confidence and developing new skills. ************* Nickie Bullock SENCO Qualification Level 3 Childcare & Education Food hygiene First Aid 2019 Experience/Personal statement: I worked at spring preschool at Darby green since it first opened; then in September 2014 the two settings amalgamated, and I have taken the role of SENCO. Prior to this I volunteered in a mother and toddler group and helped children with their reading in reception and years one to three. During this time, I also attended a; Pyramid course which taught us how to support children’s positive behaviour and increa se their confidence and self-esteem, Working with Children course and Healthy Living BTEC level 1course at Brackenhale Open Learning Centre. Since 2010 I have attended numerous courses including Paediatric National Award in Working with Children and recently Level 3 Diploma for the Children and Young People’s Workforce. ************* Spring Pre School Operational Plan 9 Carley Easterling Deputy supervisor Qualifications Level 3 practitioner First Aid 2018 Experience/Personal statement Both my children attended Spring and they loved it, so did I! When the dinner lady position became available, I jumped at the chance to join the team. I have always wanted to work with children and when I started, I was quick to meet with Jeanette to discuss in my appraisal working towards my Level 3 in Childcare. I cannot wait!! I have built great relationships with the lovely children and staff. In September I will start my training and I am grateful to Jeanette for giving me the opportunity to work and train in the preschool. I love working here! I have completed my training and have now been given the opportunity to train as a deputy supervisor ************* Lily Cannon * trainee practitioner ************* Jodie Carlton * trainee practitioner ************* Peter Napper * trainee practitioner Lisa Farrell Lunchtime supervisor / bank staff Experience/Personal statement My youngest daughter attended Spring and I often helped with washing-up and running errands. I enjoy working with the children and would like to train once my daughter is older. I often shop for the staff and work behind the scenes, offering my support in any way it is needed. Abby Roper * lunch time supervisor / bank staff Hayley Ball Administration * Other members of staff must add their professional statement Spring Pre School Operational Plan 10 Let us look at the Special Responsibilities All these roles are pivotal within the setting and a fundamental requirement of the Early Years Foundation Stage. We take these roles seriously as ultimately; they will benefit the outcomes of our children. Special Educational Needs Co-Ordinator - SENCO We aim to provide equality of opportunity for all members of our group, and this includes children with special educational needs. Each child can progress at his/her own rate in all areas of development. We are experienced in working in close liaison with other professional across the range of special needs and we operate in accordance with the government’s code of practice on special educational needs. Behaviour Co-Ordinator A new requirement of the revised Early Years Foundation Stage 2012. A new specific role within the setting, particularly working and supporting children with behavioural issues, this maybe for several reasons however we recognise the importance of the behaviour co-ordinator to work within proximity to the SENCO therefore supporting each other within their work, ultimately being able to share professional opinions in order achieve a hopefully effective support around each individual child. Health and Safety Officer The setting does its upmost to ensure all staff attending are first aid trained to ensure a prompt response at any one time; however, the name of available first aider is displayed outside the door to demonstrate there is a first aider allocated during session time. A Safety Statement is available to be looked at which considers all different aspects of the setting and safety of all staff in greater details. Risk Assessments Risk assessments are reviewed annually. However, these are viewed by all staff as a working document, meaning the setting and its surroundings is risk assessed daily following the needs of the children. The risk assessments themselves are available to be written on as and when necessary. There are day to day risk assessment sheets available where if a risk is changed or discovered it can be recorded straight away. This can be amended by hand or on the computer when necessary. At the beginning and end of the day, daily checklists are carried out to ensure all safety measures are being met, prior to and after the children have gone to maintain the area. Staff and student inductions are completed before either begin within the setting to ensure they understand what is expected of them. Fire drills Spring Pre School Operational Plan 11 Regular fire drills are carried out in the preschool to familiarise the children with the procedure. All staff are familiar with the drill; if new staff are inducted or student’s start, they will be explained the procedure. Similarly, the information is available within the visitors’ book for them to read upon arrival. Records are kept of the drills, and yearly assessments are made. Cleaning Records are available to be viewed and are completed as and when appropriate this goes hand in hand with our COSHH (control of substances hazardous to health) folder which is available to be looked at. Temperatures of fridges are recorded twice daily to ensure that any food or drink product used by children is safe. (This can be found by the fridges in the Temperatures record book) Child Protection Officer Safeguarding children is of the upmost importance, with it being so our child protection officer is well equipped with knowledge and tools to ensure the safety and wellbeing of children and staff members. The child protection officer is the first point of call when appropriate within the setting. They attend regular and up to date training and are well informed on the latest movements in the requirement of any safeguarding aspects. Staff members are fully aware of procedures and protocols to follow when necessary and as needed within the setting. For instance, knowing where to turn to when more support or help is needed or who to contact in different circumstances. Safeguarding procedures are in place for staff members, for instance nappy changing procedures i.e., not doing so on their own but being with another staff member to ensure the safety of both the child and the adult. Leading Early Years Practitioner This is a recent addition responsibility to our team, and this goes hand in hand with funding for vulnerable two-year-olds. This is within an agreement and in doing so, one staff member has taken the responsibility to attend regular training in accordance with supporting the different needs and requirements of two-year-olds coming from different parts of the community. The staff members take this role very seriously and frequently have fed back to other staff members for all appropriate information to be cascaded back WORKING IN PARTNERSHIP WITH PARENTS AND CARERS Spring Pre School Operational Plan 12 Hours of operation 8am – 8.30 breakfast 8.30-11.30 first session 11.30-12.30 lunch 12.30-3.30 second session We also operate flexi time within the take up of the sessions Donation basket We have a basket each day for donations of fruit/ tissues/ wipes etc. this was a suggestion by a parent who expressed a wish to donate ingredients to cool with, it was a success and therefore decided to follow the suggestion on. Role of the parents We recognise that parents are the first and most important educators of their young children and they are welcome. We work closely with parents and pride ourselves on doing so. There are many ways in which parents can become involved: Parent’ s representatives – two parents to work closely with the staff team to support parents and be a link for us to work together for the best outcomes for children, parents, and staff Open door policy, welcome to come and talk to staff members as and when required with a private room available to speak to staff when appropriate Social functions - we encourage parents to join outings, sports day, Fundraising- we encourage parents to come and share these important occasions with us Parent’s evening- an opportunity to meet with key workers and share progress and next steps Parent’s newsletters and posters, provide details and keeps parents informed of events and activities taking place. Different languages on display Parents also can stay and play at any time. An option to have policies emailed to them There is a noticeboard in the foyer with update information Parent Representatives We have two parents as representatives of parents, working with the team currently Spring Pre School Operational Plan 13 Visitors When visiting the preschool, the visitor must sign into the visitor’s book, within which there is a policy for them to read, stating all safety requirements i.e., fire exits and procedures. Visitors are not to be left on their own with children for the safety of the children. Visitors ideally should have their visits pre-arranged, by an appointment for the safety and wellbeing of the children to be maintained. Visitors are informed that no personal mobile phones will be used in the setting at any time. WHAT IS IT LIKE FOR A CHILD HERE? Day to Day running. The preschool is situated at: There is a large play area inside the church hall and a large safe, outside area which is fenced off. There is a separate area to eat lunch. We have close links with the neighbouring infant and primary schools are encouraged to join school events. The association with the school encourages participation with peers and builds their confidence for school. The first days: A child who is tense or unhappy will not be able to play or learn properly, so it is important for parents and preschool staff to work together to help the child to feel confident and secure in the group. This takes longer for some children than for others and parents should not feel worried if their child takes a while to settle. If a parent feels worried that their child is upset at the beginning of a session for any reason, please feel free to stay until your child is happy to be left in the care of the pre- school. Everything a child needs for their sessions at pre-school is available, however should they need a comforter they are more than welcome to bring them along. What to wear: We do have a uniform, which is optional, these are printed t-shirts and sweatshirts with a printed logo on. Wearing uniform helps children to feel a sense of belonging to the group. It will also prevent the staining and spoiling of everyday clothes during craft and messy play activities. On a safety issue, children will wear florescent jackets so they will be easily identifiable to staff whilst outside the building e.g., local walks Spring Pre School Operational Plan 14 Staff on the day: Staff can be identified by their uniform and badges. Breakfast Club: Modern life can be terribly busy and complicated, Spring understand that parents have busy lives including different working habits, other siblings, or commitments. The breakfast club enables the parent to have access to extended hours to make life a little easier and knowing their child can have a well-balanced breakfast. This is also a great support for our own staff meaning that they are at ease with the care of their own children. (not currently running now) Beginning of the day. Children come in Lunch box on trolley in foyer Collect registration name badge from the foyer and place on Velcro board inside. Place coat on labelled peg Child initiated play Child initiated play 80% of the play that takes place at Spring is initiated by the children, if a particular toy/game is required by the child a member of staff will get it for them. The day-to- day topics is taken from observations made by the staff member Key worker time as determined by each key worker on a rota Each member of staff have a set time to complete children’s profiles, next steps, and planning opportunities – information is passed on to key people if they are not in at the particular time. The team works close ly together and are colour coded with a ‘buddy’ to support each other Snack time available for ¾ of an hour during session time. This is a time when children can have a drink of water or milk and a snack, usually fruit, cheese, biscuits, or savouries. The children are encouraged to serve their own drink supported by a member of staff. This is an excellent social time. Group time Children go into age-appropriate groups to take part in a more structured group time lead by two members of the team – Butterflies (older children going to mainstream school that year) or Caterpillars (younger children 2years onward) End of morning/afternoon session time Children gather for singing, any birthdays celebrations Children come in for lunch time, hang up coats and join other children Children get coats who are going home and then sit on chairs We say goodbye to those going home The other children staying, go upstairs for lunch time Spring Pre School Operational Plan 15 Lunch time Staff rotate play resources according to planning and reset up for afternoon session At end of lunch children who are going home are called downstairs, retrieve their coats and bags sing goodbye song Key Person System Our key person system is colour coded – 6 members of staff two each working together as a buddy system, if a particular key person is not in their buddy will observe and feedback any relevant information. All children are supported in developing their potential at their own pace. Our key person system enables us to ensure our planning is tailored to meet the interests and developmental needs of each child. By means of developmentally appropriate child-initiated play opportunities readily available, within an adult easily accessible when needed to support. A time adult directed activity for children to participate in, when necessary, to support their own learning needs. Upon starting the setting, the child is allocated a key person, allowing the parent/ carer to immediately be able to recognise a face of whom they can attach and share information about their child to. Spring Pre School Operational Plan 16 Planning Planning at Spring Preschool is completed by all members of the team. It focuses solely on each individual child’s developmental needs and interests alongside the revised early years foundation stage, following the three prime areas and then the specific areas. Practitioners must consider the individual needs, interests, and stage of development of each child in their care and must use this information to plan a challenging and enjoyable experience for each child in all the areas of learning and development. Long term plan: To cover all learning and developing areas and principles in the revised Early Years Foundation Stage Framework Identify links between the different areas- learning, developing and principles. Provide a balance of indoor and outdoor activities, with quiet time and spaces throughout the day Identify key areas for supporting young children Think about how to provide a balance of opportunity for supporting older children to benefit from a wide range of freely chosen play opportunities but also well-planned, interesting adult led activities To allow times and resources available to children festivals or celebrations according to individual needs. Medium term plan: Types of experiences and activities appropriate to children, supporting different EYFS principles i.e., organising different visitors or walks and trips outside of the setting for a variety of experiences Provide routines such as: snack and mealtimes, unhurried arrival, settling in and leaving time, outdoor and indoor times, rest, stories- individual and small group and interaction with staff. Short term plan: Set out daily what is to be included, based on observations from the previous day, enabling to focus on specific needs children have and how these will be met. This will be based on children’s own interests as discovered weekly. Provide equipment, materials needed e.g., shop with space and room for arrangement taking into consideration health and safety. Allow opportunities for parental engagement, i.e., using the slips we provide for children to share what they have done at home. These are given out half termly and are available all the time for parents to share what is going home, they are included in the planning as appropriate. Main resources Room areas to include comfort and quiet areas, home corner, messy play, clear access to equipment for children to use independently e.g., appropriate heights Planning for observation and assessment to further evaluate individual needs. Spring Pre School Operational Plan 17 POLCIES AND PROCEDURES Policies are in place – all staff are expected to familiarise themselves with these policies (full details can be found in the policy folder) All our policies are designed to offer the best possible experience for the children and families in the group. Our policies are reviewed in a regular basis and any comments/ suggestions from parents are always welcome. Copies of our policies are available on request. Our policies are updated regarding the social environment and directed by the government Spring Pre School Operational Plan 18