Below are summaries of some of St. Paul’s (Crofton) Pre-School policies. To view the complete policy pack, please speak to a member of staff
At St. Paul’s (Crofton) Pre-School we believe that a child will settle into the setting best when they have a key person they can relate to, someone who knows them and their family well and can meet their individual needs. Research shows that the key person approach benefits the child, their parents/carers, the staff and the setting by promoting secure relationships in which children thrive and the parents have confidence.
At St. Paul’s (Crofton) Pre-School we recognise that the child’s parents are their first and most enduring educators. We are therefore committed to building a strong partnership with all our parents and carers to promote a child’s learning and development.
“Partnerships with parents are good. Parents speak highly of the preschool and the helpful staff team. They comment on how happy the children are when they arrive and the good social relationships they build"
Ofsted Jan 2019
At St. Paul’s (Crofton) Pre-School we understand the importance of developing a child’s self-esteem by praising them for behaving in a kind, considerate way to others, sharing toys and taking turns during play. Adults in the setting provide a positive role model for the children with regard to friendliness, care and courtesy. To help the children feel secure the routine of the morning is explained verbally and with the use of a visual timeline so that the children know what to expect.
If a child behaves in an unacceptable manner, it will be made clear to them in a developmentally appropriate way, that it is the behaviour, not the child that is unwelcome.
“Children's emotional well-being is promoted effectively. They develop good independence skills, making choices for themselves and learning to explore their surroundings"
"Children are confident, happy and demonstrate that they feel safe and secure. They build strong relationships with staff and their friends"
Ofsted Jan 2019
- Provide positive non-stereotypical information about gender roles, diverse ethnic and cultural groups and people with disabilities.
- Provide a secure and accessible environment in which all contributions are considered and valued
- Improve our knowledge and understanding of the anti-discriminatory practice, promoting equality and valuing diversity
- Make inclusion a thread that runs through all the activities of the setting
Through regular informed meetings with parents, staff and where appropriate outside agencies we will monitor progress, discuss observations, strategies and Individual Education Plan targets for children with special educational needs.
We are committed to providing a socially inclusive community: no child will be discriminated against because of disability or learning difficulty.
We will keep parents informed of any concerns we have about their children and ask that we are kept informed of any concerns they may have or actions taken.
We intend to create in our pre-school an environment in which children are safe from abuse and in which any suspicion of abuse is promptly and appropriately responded to.
All appointments, both paid and voluntary, will not be confirmed until a check has been carried out by the Disclosure and Barring Service (DBS) and the Pre-school Management Committee and leader are confident that the applicant can be safely entrusted with children.
All staff are alert to the possibility that a change in children’s appearance, behaviour or play may indicate abuse, and will discuss any action with the designated person.
We promote British Values, encouraging children to express their preferences, share and take turns. They explore why rules are important and the consequences of their behaviour. The children also learn about feelings, how to make and keep friends and to respect and tolerate different faiths and beliefs.
"The arrangements for safeguarding are effective. Staff receive regular training and confidently know the procedures to follow if they have a concern about a child in their care"
Ofsted Jan 2019