LOVING HANDS INTERNATIONAL NURSERY SCHOOL
Norbury Park Lawn Tennis Club
Tel : 07915096646
Email office: email@example.com
Dear parents and carers
We would like to welcome you to Loving Hands Nursery on behalf of the whole staff team. We’re here to give your child the best possible early years education and care. We work hard to develop a respectful partnership with every parent. Our friendly team are here to support your child’s healthy and happy development, and can offer you extra help if you need it. You are always welcome to talk with your child’s key person throughout their time with us. You can also message us using your phone. Leaders are available every day at the door to speak with parents. We make sure we are available to talk with you, so we work together to help your child. We work hard to maintain our high standards and to keep improving. We want your child to have a happy and successful time with us, so they’re ready to continue their learning and enjoy primary school.
Admissions and Registration
Registration is for children from 2 years to school age. Places will be allocated on a
first come first served basis. You will be invited to visit with your child before
starting at the school and we will visit you and your child at home if you wish. All 3 years old receive 15 hours funding per week however there is an eligibility criteria for 2 years old funded place.
Please contact Jyoti Bhardwaj (Manager) to check your child’s eligibility.
Our setting aims to:
- provide high quality care and education for children below statutory
- work in partnership with parents to help children to learn and develop;
- add to the life and well-being of its local community; and offer children and
their parents a service that promotes equality and values diversity.
We aim to ensure that each child:
- is in a safe and stimulating environment;
- is given quality care and education;
- has the chance to join with other children and adults to play, and learn
- is helped to take forward her/his learning and development by being helped
to build on what she/he already knows and can do;
- has a key person who makes sure each child makes progress in
line with our curriculum.
- is in a setting that sees parents as partners in helping each child to learn
We open 8am till 4pm term time only. We also offer 30 hours to eligible 3 years old. All 30 hours children attend 9 till 3:30 (£5 daily top up fee apply).
Our hourly rate is £10 per hour.
Session times and fees are as follows:
Morning session 9:00am – 12:00pm £30
Afternoon session 12.00pm - 3.00pm, same as above
We also offer 9am till 2pm session.
Some 2 years olds are unable to make 9am start therefore for those children we offer 10:00 till 3:00pm session however only limited places are available.
Fees are payable in advance on the first day of the week. We normally accept cash however in special circumstances we might allow bank transfer. 30 hours top-up fee is still need to be paid if your child is ill or there is bank holiday or an inset day. However if you are going on a holiday and provide us 2 week notice then 30 hours top up fee will be waived for the holiday period.
Please note that above fees will only apply if your child does not receive government funding or you wish to book extra hours for your child between 8am and 4pm.
Uniform can be purchased from:
Bubblegum School Wear
113 high street
London, CR7 8RZ
2 years old integrated progress check
An integrated progress check will be completed by your child’s key person when your child is 2 years and few weeks old. Key person will request child’s Red book for this purpose. The reason for this check is early intervention as your child may have any additional need.
Starting at our setting
We explain and share our settling in process with the parents. Children are settled sensitively with parental support and involvement over an agreed period of time that is at least a week in duration (in line with the needs of each individual child), also depending on how many days he/she attends per week. We want your child to feel happy and safe with us. To make this happen our staff will work with you to decide how to help your child to settle into the setting. On the first day of your child with us the key person will complete a form called ‘All about me’ so that the key person knows the child and the family well. On this day parents are expected to stay for an hour with their child.
Children at this age are very varied. Some will quickly feel confident, so you will only need to stay with them for shorter period. Other children will need more support. Every child needs us to be comforting, caring and calm. It’s natural for some children to feel sad, or angry. Your key person will care for your child and comfort them. On the very rare occasion that a child is very distressed, we ask parents to come back in and support them. We don’t want children to get so anxious that they don’t want to come to nursery. Children start doing short sessions and build up gradually to their three-hour place (or 6 hours if they are full time) You and your key person will decide together when your child is ready to be left without you.
Key persons and your child
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 key person will visit you and your child at home where possible.
Your child's key person will be the person who works with you to support your child’s learning and development.
During play, your chid will be taking part in variety of activities, including messy, wet
and outdoor play. We do provide aprons to the children to protect their clothes however we cannot guarantee that your child will not get dirty or wet. Please don’t forget to put spare clothes in your child’s bag in case they need changing.
Please dress him/her appropriately for play as heeled shoes and flip flops can restrict
movements and can be dangerous as can jewellery and long skirts be. Shoes with laces are not advisable as children are unable to wear them independently.
It is advisable for your child to wear clothing suitable for the weather at all times.
We encourage children to go outside regularly whatever the weather is so
please leave a coat during the autumn and spring term on their peg.
Any clothing that is likely to be taken off during the day including hats, jumpers and coats should be clearly named. Please protect your child with sun cream and a hat in the
summer term. Cream must be applied at home before the child arrives at school
although if children are attending all day, we will re-apply sun cream after lunch time from a named bottle which is brought in from home and left in child’s bag.
Drinking water is available to children at all times. Due to high level of sugar any kind of juice is not permitted. We offer morning and afternoon snacks and milk to the children. As we only rely on government’s funding we expect parents to contribute by bringing a bag of fruits per week. Children bring their own packed lunch if staying for lunch.
Toilets/ toilet training
Children have free access to dedicated toilets as they need. We encourage hand washing as routine after toileting and before and after lunch. If your child is still in nappies or in the process of learning to use the toilet, please bring a named bag containing nappy changing supplies and spare clothes. Children also need spare clothes as they are engaged in messy/water play or might have an accident.
Illness and medication
If your child is unable to come to the school due to illness or any other reason please call us on the first day of your child absence.
Please inform your child’s key person if you are taking your child on a holiday.
We can only administer doctor’s prescribed medicine to your child. Please note that child’s name must be on the medicine.
If you child’s attendance is low and causing concerns, we will call you/message you. If attendance does not improve, then we will meet with you about this. We report on your child’s attendance to their primary school.
Keeping children safe is our top priority. We need to keep every child safe from physical abuse, emotional abuse, sexual abuse and neglect. We are obliged to inform Children’s Services of any concern we may have that a child may be neglected, at risk or has been abused. The safety of children is paramount and may include a duty to share confidential information if needed.
All our staff members have up to date Safeguarding training and are aware of child
protection policy and procedures.
Jyoti Bhardwaj is our designated Safeguarding Lead.
Children’s behaviour is managed in partnership with parents. We prevent bad behaviour by building a good relationship with the child, helping the child to develop empathy, by talking calmly and explaining the reasons why a particular behaviour is not acceptable and giving them tools to self-regulate their behaviour.
If your child is hurt by another, we’ll work with both children to prevent that from happening again. However, things happen quickly when children are young. We promise that we will do our best, but we cannot guarantee that it won’t happen again. We help all children learn to be strong and able to say ‘no’ clearly if they don’t like something.
The Department for Education defines bullying as: ‘is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally.’ It is rare for a young child to be intentional like this. We do not tolerate bullying and will work to tackle the very rare instances whenever they occur.
We welcome all children regardless to their additional needs. Our team of staff are committed to ensure inclusive practice for the children and their families.
Jyoti Bhardwaj is our designated Special Educational Needs Co-ordinator (SENCO).
Please speak to her if you would like to discuss any concerns you may have.
Children’s development and learning
This EYFS curriculum guidance divides children's learning and development into seven areas. These are separated into Prime and Specific areas of learning.
Prime areas are those which are building blocks and are fundamental throughout the curriculum. They are;
- personal, social and emotional development;
- communication and language development;
- physical development
Specific areas grow out of the prime areas. They include essential skills and
knowledge for children to participate successfully in society. They are:
- understanding of the world
- expressive art and design
We have lots of evidence about how young children learn. Here are some of the key points:
Language: chatting, playing and reading with children every day helps them learn lots of new words. Language is the foundation of children’s thinking. Children who are good communicators at five are most likely to be successful learners throughout their time in school.
Relationships: it is very important for children to feel safe and secure. That’s why every child has a key person who takes the lead on their care. Children become more independent when they have strong and loving relationships to fall back on. They also become better at bouncing back when they find something hard or get upset.
Independent play: children need uninterrupted time to choose their own play and make friends. Adults will often get involved, in a sensitive way, to help the children to learn whilst they are playing. Adults will think about the important knowledge children need and how they can learn this whilst they are playing.
Adult-guided play: children also need times when adults plan and guide their play. A play activity might be guided so it has a clear focus on learning to count, for example,
Direct teaching: sometimes adults work directly with children to teach them new things. This could include learning to use scissors, or ride a bike, or write some of the letters of their name. We offer a balance of all these different approaches.
What is the curriculum?
The curriculum is everything we want the children to experience and learn whilst they are in nursery.
Learning includes new words, new skills and new knowledge.
Experiences include trips out of nursery, planting seeds, plants and bulbs, times when we invite people in, like musicians, lollypop lady, dentist etc.
We also have special extra experiences in nursery like caterpillars turning into butterflies. Children learn a great deal of our curriculum through play and activities they choose. They also learn through our careful selection of ‘key books, rhymes and songs’ in nursery.
Our Curriculum Goals in all areas:
Personal, Social and Emotional Development
To settle in, make a strong relationship with their key person, involve in play and become confident learner. To become independent and be able to take turns and wait for what they want. To be able to negotiate and respond to boundaries. To be kind and show care and concern for others, express their needs, views and feelings and play co-operatively with others
Communication and Language
To be confident speaker and listener, initiate conversation, communicating and negotiating with their friends. Respond to 'how', 'what' and 'why' questions, join in with rhymes and songs e.g, repeating words or following actions, have favourite stories and rhymes. They make comments about their play and learning.
To engage in books, love reading and respond to instructions. Looking at environmental prints, learn and use new words, recognize their name and use their name cards repeatedly, become more confident in marking marks and holding a pencil. They begin to talk about their marks with others and give meaning to them e.g. “That’s mummy” or “it’s a dinosaur”. Become confident in attempting to form letters specially write first two letters of their name. Have phonological awareness and engage in purposeful writing. Children can make their own story or “tell the story of their day in nursery” with little prompting from the adult.
To be confident users of numbers to 10 and to see the numbers around them, use mathematical language to describe length, weight and capacity and position. To use language to describe basic 2d and 3d shapes and recognize those shapes in the environment. Have an understanding of time and money.
Understanding the World
To be curious and interested in the world around them. Have an understanding of past, present and their environment, home and community. To be able to talk about significant events and people in their life and be familiar with famous people around the world. To explore natural and living world and have an understanding of similarities, differences and change.
To demonstrate an interest in sensory experiences, be a resilient learner who take risks. To experiment with different ways of moving and demonstrate increasing skills of balancing, throwing and catching. To thread beads on to a piece of string or build a stable tower of up to 10 blocks. To sit on a trike with good balance, pedal and steer their trike. To be independent in personal care and hygiene. Explore using one-handed tools such as: one handed scissors and knives to spread butter on a cracker.
Expressing art and design
To explore colour, texture or construction material. To follow a recipe to bake a cake or cook. To construct with a design or purpose in mind and describe their creations and the process. To use different props, materials and other resources in their imaginative/role play, take part and demonstrate an understanding of pretend/symbolic play. To demonstrate an enjoyment of music and movement.
Staff: Children ratio
In our setting we always maintain the ratio of adults to children that is
required by the Statutory Guidance .
Children over 3 1:8
Children under 3 1:4
We also have volunteer parent helpers or students where possible to complement these ratios.
When your child starts with us you will be provided tapestry log in details so that you could have daily access to your child’s learning journal.
- We use Tapestry to share videos of a small number of special examples of your child’s learning. Your key person will talk with you whenever they upload a video so you can discuss your child’s play and learning. They will also ask your child to comment on their learning. It’s great if you can watch the video at home with your child and talk together about it.
- If your child has a very special event in their life or is busy learning something special (like the first time they manage to ride a 2-wheeled bike) you can share a video with us. Your key person will explain how to do this.
We use Tapestry for 4 reasons:
- To share important examples of children’s learning and play with parents
- To learn from parents about children’s key play, learning and life events at home
- To encourage children to talk about their learning with parents and staff
- To help parents with ideas for supporting their children’s learning at home
The key purposes of Tapestry are:
- to promote the partnership with parents in support of children’s learning. This involves us finding out about significant learning at home, and us sharing significant learning with families
- to support children to reflect on their own learning (metacognitive thinking).
We do not use Tapestry to create a comprehensive overview of everything a child has learnt.
Leaders check that all parents are logged into Tapestry, unless they have chosen to decline. They check regularly that parents who need extra help to use the system get the support they need. Key person checks that there is ongoing dialogue with every family about the child’s learning and development
In the moment planning
From summer term 2021 we have changed the way we document children’s learning and achievements.
The new system we use is called ‘In the moment planning’. Once in every term or earlier your child will be the focus child of the week. Each week, usually on a Friday, staff will select the ‘focus children’ for the following week. If your child has been selected for that week then you will be given a parent consultation sheet on Friday to share your knowledge and understanding about your child with us so that we could plan activities to meet your child’s needs. This will help us plan for the future learning and development. You will need to bring this completed sheet back on Monday. You could be asked to upload some photographs from home for example how did your child spend the weekend.
On Monday a Learning journey sheet will be put up on the planning board for your child. We will set up best possible environment for your child and he /she will learn by initiating their own play. The staff will observe and interact with your child in his/her pursuits - looking out for ‘teachable moments’ in which they can make a difference. Some of these interactions with your child will be recorded on the Learning Journey sheet. With the system I am advocating, staff do not do any such forward planning – rather they remain ‘in the moment’ with your child and respond immediately. If a child is concentrating on using a hammer at two p.m. on Monday, this is the moment in which a skilful adult can interact with the child and ‘teach’ them how to use the hammer effectively. The child is motivated and interested in that moment and therefore keen to learn. When working ‘in the moment’, the next steps are carried out immediately and therefore do not need to be recorded anywhere else. It is recognised that to respond immediately is the most powerful way to teach our youngest children.
Once the learning Journey sheet is complete, you will be given a copy and will have a discussion about the week with the key person. Key person and you will agree on possible areas for focus in future and give you some ideas of things to be doing at home to support these areas. A copy of this sheet will be uploaded on the Tapestry and you will be encouraged to add your comments on it.
Some ‘snapshot’ observations, without any ‘plan’ or ‘teaching’ will be recorded on Tapestry usually referred to as ‘Wow!’ moments when the child does something independently, for the first time.
I stress that, although staff do give the focus children a bit more attention, they will be interacting with all the children.
How parents take part in the setting
Our setting recognises parents as the first and most important educators of their
children. All the staff see themselves as partners in providing care and
education for your child. There are many ways in which parents take part in making
the setting a welcoming and stimulating place for children and parents, such as:
- exchanging knowledge about their children's needs, activities, interests and
progress with the staff;
- posting their children’s observations/video clips on Tapestry;
- helping at sessions of the setting;
- sharing their own special interests with the staff and the children;
- helping to provide, make and look after the equipment and materials used in
the children's play activities;
- taking part in events and informal discussions about the activities and
curriculum provided by the setting;
- building friendships with other parents in the setting.
- Attending Coffee mornings, parent’s workshops, stay and play etc.
Activities and events to promote parent’s partnership
- Half termly ‘stay and play’ session;
- Half termly Newsletter;
- Termly Coffee mornings;
- Termly parent’s workshops;
- Christmas Concert for parents
- Parent’s survey in January
- Wonderful Wednesday
- Easter bonnet;
- Local outings and annual distant outing in June for example visits to museum, beach, farm, theatre etc.
- Sports Day/Teddy bear’s picnic in June;
- Parent’s meetings (twice a year);
- International Day
- Graduation Day
Arrival and departure
Please bring your child on time as it can be disruptive for other children who are already engaged in circle time/activities. Please collect your child on time as this can be distressing for your child and disruptive for the routine of the setting.
Similarly please do not collect your child early unless there is a valid reason.
We charge £1 per minute if you are not able to collect your child on time.
Please note that your child can only be collected by someone over the age of 16 and don’t forget to inform us and provide the password to the person who is collecting your child.
We have a parent’s comment book in the reception area. Parents are encouraged to write their negative or positive feedback in that book.
Loan library and home learning bags
Children and parents are encouraged to borrow story books to read for their children as it builds an emotional parent/child bond and it also fosters communication skills and an inquiring mind.
We also offer home learning bags to parents to support their child’s learning at home. Please speak to your child’s key person if you want to borrow a story book or a home learning bag.
We have 3 staff inset days in a year when our school is closed for staff training. Dates are on our Term dates sheet. Please ask a member of staff if you need a copy of our term dates. We email term dates to all the parents in the beginning of September.
Mobile phone policy
Mobile phones are strictly prohibited in our building.
We celebrate festivals from different cultures if you do not want your child to take part in any of these celebrations please let the key person know.
Copy of the setting's policies is available to read at any time. Please ask a member of staff if you wish to read them.