Incorporating Poppies Nursery and Poppyfields Nursery and Childcare Group
Head Office: Stotfold Early Years & Childcare Centre
Rook Tree Lane
Stotfold
Hertfordshire
SG5 4DL
Owner: Joanne Rowland
Nursery Number: 07833927906
Poppies Nursery Group
Welcome to our group. We provide a happy, stimulating, high quality secure setting for all children aged 2 years to 5 years where they may flourish to their full potential. We value learning through nature and are proud of our Forest School status. At Poppies we have a Spinney and large wood attached to our setting, while Poppyfields also has a natural garden and trees for children to explore.
We are registered group offering play, care and developmental opportunities in a secure, friendly, relaxed and fun environment to all children from age 2 years to 7 years, up to Reception Class at St Marys and Year 2 at Fairfield Lower School, Dickens Boulevard site. This includes all children, those with special needs and those whose first language is not English. We value the contributions of parents and carers, and we build strong relationships to enable us to meet each child’s/family individual needs.
We are quite unique as our children are all educated and cared for together. We feel this has huge benefits as younger children are emersed in a language-rich environment which includes older peers, they have positive role models, they develop confidence and can be with siblings or extended family members, regardless of age. Children are only separated for specific activities such as our phonics and numeracy programme, and at story/music time. Our younger children are in our Pebbles group, moving to Sunflowers, then Fir Cones and finally Dandelions. Groups are fluid dependent on the needs of children attending.
Poppies Group is part of a town community, and we actively participate in local projects. In addition, we visit local schools, homes for the elderly, and on our forays into the locality we introduce the children to features such as the library, church, park, shops, river, pedestrian crossings etc. Members of the community are invited to Poppies such as the staff of local Lower Schools, milkmen, various religions, police, fire-fighters etc as well as friend and relatives of Poppies children.
On starting Poppies, each family receives information: -
Confirmation of sessions Invite for home visit and visits to our group
Start Date learning, development & assessment opportunities
Registration form General Information
Library information Contracts and Induction paperwork
Communication is key to a successful partnership; therefore, an introduction programme has been designed to ensure that together with staff, families discuss their child’s needs and aspirations while als0 sharing valuable information such as favourite activities, personality and special comforters/special words etc. This information is shared with the child’s Keyperson who liaises closely with parents to ease the transition from home to nursery when your child starts Poppies. During your time with us, we are always available informally to share ideas and observations and in addition, we provide a parent’s board, policy documents, newsletters and various booklets to keep you informed.
Poppies is managed by the owner and senior staff team who ensure ongoing reflective practice to maintain optimum quality. We are continually reviewing policies and practices to meet the every-changing needs of individuals and society. Our staff team is dedicated and enthusiastic, ensuring that Poppies provides high standards, safe, secure and affordable play, care and learning experiences to all families.
Poppies are registered with Central Bedfordshire Education’s Authority – the latter enable us to offer 15 or 30 funded hours to children the term after their third birthday, and 15 hours to eligible 2-year-olds. We are also able to provide 15 funded hours for those two-year-olds who meet vulnerable family funding criteria. We are members of the Learning Alliance – this membership is extended to Poppies families giving benefits such as training courses, specialist publications etc. All these agencies value the role of nursery and the importance of learning through play.
Our ethos…
Poppies value nature and its importance for our well-being. We work within a framework which ensures equal opportunities for all children and families. We enhance the development and education of children by involving parents in Poppies ‘life’, building on what each child already knows/can do. Friendship is key to a successful partnership, and this is encouraged at Poppies between staff, children and their families. For many children, Poppies will be their first step towards independence, and we ensure each child feels safe and happy – both of which are vital foundations from which a child may become confident, explore and develop. In turn, children discover that other adults can be a source of friendship and knowledge and that group experiences can be enjoyed and then shared with parents afterwards. Our extended friendship to families ensures valuable communication, enabling each child’s ‘all around’ development, while promoting equality and valuing diversity.
Monday to Friday 7.45 and 7.30 – 9.00 a.m Breakfast club @ Poppies or Poppyfields
9.00 a.m -3.00 p.m Nursery and Wraparound available. Hours flexible
to suit your needs.
3.00 – 5 or 6.00 p.m. (After School club @ Poppies or Poppyfields)
Our easy-access environment provides opportunities designed to stimulate all areas of your child’s development: We may explore a current topic with activities linked to this theme, consolidating understanding, and enabling each child opportunity to participate at their own level i.e., age and developmentally appropriate. Children will bring home a folder at the end of each half term containing their creative accomplishments. We value child-initiated play and will incorporate children’s interests within their learning. We use the Early Years Foundation Stage learning and development requirements and follow their Safeguarding and Welfare requirements to promote an optimum environment in which children may learn. We value child-initiated play & offer free choice indoor and outdoor, including art, craft, cookery, construction, imaginary play, physical, music, group time, stories, and child-initiated activities. Children are offered short sessions of adult-led activity within the general session to promote specific learning. For children to feel free to explore and experiment it’s a good idea to send then in clothes ‘which don’t mind being messy’! Children can purchase (optional) a sweatshirt /t-shirt printed with our ‘Poppies’ logo which may prevent their clothes becoming spoiled whilst encouraging a sense of belonging to their group. We would like to ask if children can bring a change of footwear during the winter i.e. arrive in Wellingtons and change into plimsolls/slippers to prevent mud being brought into nursery. Children are also welcome to bring a change of clothes in case of ‘accidents’ – we do have a selection of spare clothing however some children prefer their own. These may be brought in daily in your child’s book bag.
Water is freely available during the day and an additional ‘snack bar’ operates mid session where children choose when to refresh themselves, with help offered by staff if they are unable to do so independently. We offer milk / water and a selection of snacks including fruit, vegetables, naan, pitta, tacos etc which children are encouraged to try. We are part of the Healthy Under 5’s scheme and promote a healthy, active lifestyle. Allergies are accommodated. Parents may contribute to snack-time if preferred or make alternative suggestions.
Poppies recognise parents as their child’s first and most important educators. We encourage a close relationship with each child’s family and see families as partners in helping children learn and develop. We provide regular newsletters, a parent’s information area, ideas for home and learning suggestions. We are always available for discussion and encourage children and parents to share their own experiences and celebrations with us. Parents are invited to share their child’s development, discuss their child’s progress, and share samples of their play. Visits/help from parents and extended family members are always welcomed. Parents are invited to join with fundraising ventures and also welcome to attend Learning Alliance meetings/workshops. Details are provided via newsletters and the notice board. Families are invited to share their own interests in nursery and join community actives in which Poppies takes part. We have designed a ‘Helping parents/carers’ sheet to give you an idea of the benefits of joining us at Poppies for a session/part of a session.
This group, consisting of staff and parents’ meets during the year. Discussions are encouraged between all attending to enhance the environment/curriculum and opportunities for the children. This enables parents to become directly involved in the management of Poppies. It also enables friendships to be built between other parents and staff. We offer parents opportunity to complete a questionnaire to share their views of nursery life and provide a comprehensive response.
The safety of children is of paramount importance to us. To maintain this, staff are annually trained to ensure their awareness & practice is optimum. Poppies has named Safeguarding Officers & Policy in place in line with Local Safeguarding Children Board; this includes actions taken if staff have concerns about a child or a member of staff, the use of mobile ‘phones & cameras in nursery. We ensure all staff are suitable to work with children with rigorous recruitment & vetting procedures & ongoing monitoring, supervision & evaluation of staff practices.
Fees are payable weekly, monthly or termly in advance to suit each family. These are discussed when you start nursery. Please note that fees are still payable if a child is absent through sickness or holidays, but every effort will be made to ‘make-up’ these sessions. From the term after their third birthday, your child is entitled to 15 universal or 30 extended hours of funded education through the Nursery Education Fund, Central Bedfordshire. Please see NEF Policy for details. This entitlement means you can access funding for those hours, with a voluntary supplement to cover items not covered. Entitlement is free at point of contact i.e. you can attend foe funded hours without charge, with flexibility of sessions available. If you would like to attend for longer, an invoice will be provided detailing the additional cost. Funding may also be available to 2-year-olds who qualify – please contact Admin. If sessions are missed through the celebration of religious festivals, or prolonged hospital stays, fees are waived. A late payment charge is applied to cover administration for unpaid /late fees, which should be made at least 1 week in advance, (unless discussed with Admin). A late collection fee will be applied if a child is not collected when their session ends. Please do not hesitate to contact our funding officers (Admin) with any queries.
EYPP Support Plan.
We run a comprehensive programme to support our children and their families, who access Early Years Pupil Premium funding. This is extra, hourly-rated funding to support disadvantaged children aged 9 months to 4 years. It aims to close the attainment gap by funding resources, staff training and specialised interventions. Those eligible are funded children, 15/30 hours whose family are receiving income Support, Jobseekers Allowance or Universal Credit. We use this funding to improve outcomes for these children with individually designed programmes.
Speech and Language Support
We have specialised staff who run a variety of Language programmes to support those with language difficulties. These are based on each child’s individual needs and the child’s family are fully involved in the programmes.
We encourage acceptable behaviour and socially unacceptable behaviour will be explained to the child with more acceptable alternatives offered. We always maintain the action to be unacceptable, not the child, thus ensuring the child’s self esteem is not diminished. We have a named Behavioural Management officer who supports & advises staff. We believe in positive management and encourage all children to behave responsibly both as individuals and as members of our group. Families will be fully consulted & share behavioural management strategies if difficulties arise.
Each child is offered opportunities to progress at their own rate. We acknowledge each as individual and aim to accommodate all developmental needs. We are experienced at working in close liaison with other professionals, in full consultation with parents. Poppies works to the requirements of the 1993 Education Act & The Special Needs Code of Practice & (DDA 2005) Disability & Equality Act 2010.We have nominated, trained Special Educational Needs Co-coordinators, who work closely with families to support children with additional needs.
We welcome families who do not have English as their first language. We put a complete support plan in place, prior to starting, to ensure the child and family can access our setting, feeling safe, secure and respected.
During your child's time with us examples of their activities, observations and records of development will be kept. We operate a keyperson scheme which ensures progression in all areas of development as we understand and accommodate each child's individual requirements. Assessments are ongoing; termly updates, a Progress Check at age two, ending with a profile in the final term in which the child reaches age five. Key workers are always available to share achievements/records, and we invite parents to share record keeping, becoming directly involved in their child's progress. This is achieved through chats/parents’ consultations and Staff notes which detail each individual child's play plan, their accomplishments and areas for development. We use Dojo as our communication platform which every family is invited to join on starting our group. Notification of your keyperson is displayed on notice board. We also display key-person qualifications and sessions they attend. You are invited to speak to your child's keyperson at any time to share information conducive to the well being of your child. When your child leaves Poppies they will be presented with a 'Learning Journey' containing photos, and samples of activities throughout their time with us.
Whilst your keyperson develops a close partnership with you and your child, all our staff will work with all children. We have white boards inside & out which identify staff deployment. We also ensure we have ‘floating staff’ who can move freely around the nursery to support children where required. This ensures every area of the nursery is always monitored; if staff need to leave their area, they inform the floating staff member who will then cover that area to maintain optimum supervision. Every staff member will record observations on the children in that area. As children are encouraged to move freely around nursery exploring areas of interest, our system ensure that no achievements or observations are missed. The keyperson will collect all observations on their key children for incorporation in their learning Journey.
We encourage children to gain skills which help them become independent. They use the toilet (potty if appropriate) and we do accept children unable to do so. We work in close partnership with families to ensure smooth ‘toilet’ training. We support children to become competent with using the toilet before they start Reception classes. Clothing which is easy for children to manage e.g. elasticated, will also help develop independence both in toileting and for outdoor play.
In-house Library
When your child begins nursery, they become a member of our library. Each day they may choose a book to share with their families and friends at home. A book bag is included in your Registration programme to transport the book to and from nursery. A sheet detailing how the library operates is enclosed. You are most welcome to select book/s or tapes with your child should you wish.
Food and Nutrition
We have a PANCO (Physical Activity and Nutrition Co-Ordinator) who ensure we provide optimum opportunities to improve children’s health, prevent obesity and embed healthy eating habits. We provide healthy snacks throughout the session, with families providing their child with a packed lunch. Parents are given advice on what constitutes a healthy lunchbox. More advice can be found on cambspborochildrenshealth.nhs.uk and also nhs.uk ‘What to feed young children’ and https://www.nhs.uk Advice for parents of healthy-weight children. There is also a programme which familGov.uk “Feeding young children aged 1 to 5 years’- Annex 1.
Our membership with the Learning Alliance and Bedfordshire Education Authority ensures we are constantly updated with childcare and education issues. We pass this information to families via newsletters. Parents may also attend informal training/purchase childcare publications through Poppies and read the PSLA 'Under five' publication. In addition to gaining qualifications in early years, our staff regularly participate in external and internal training to keep up to date. Parents are invited to join these sessions or receive a copy of the training.
Our policy statements are designed to offer the best possible experience for the families of Poppies. They are reviewed annually, and we welcome comments or suggestions from parents for inclusion in this update. Copies of our polices are kept in the Parents Information Area.
Poppies Learning Journey
While your child is with us our main aim is to encourage independence, security and self-confidence/esteem. With these valuable attributes children successfully build relationships with peers and staff and participate in activities that will encourage development. While encouraging such development children will be offered a mixture of child-initiated & adult-led activities which value 'Learning through play'. We believe that children develop greater understanding ofconcepts if they experience things firsthand, making discoveries themselves while being supported, encouraged and when appropriate, offered further challenge by staff.
We are guided by the Early Years Foundation Stage and Development Matters, offering children a range of experiences. This learning journey is continued into lower school, and our partnership ensures a smooth transition with little disruption to learning. Areas of learning are sub-divided into early learning goals; 3 prime areas which ignite children’s curiosity and enthusiasm for learning and build their capacity to learn, form relationships and thrive. These are the focus for 2–3-year-olds. In addition, the 4 Specific areas broaden developmental knowledge and opportunities. Children will be supported to reach learning goals which are usually accomplished up to the end of the Foundation Stage
Self-awareness: children will be supported to develop confidence to try new activities and express their likes and dislikes. They will develop confidence to speak in a familiar group, talk about their ideas and choose resources they need for their chosen activity. They will develop the ability to say when they do or don’t need help.
Relationship Management: children will be supported to talk about how they feel, their own and others behaviour and its consequences and know that some behaviour is unacceptable. They will be supported to develop the ability to work as part of a group, understand and follow rules, becoming able to adjust their behaviour to different situations and take changes of routine in their stride.
Social Awareness: children will be encouraged to play co-operatively, taking turns with others. They will develop the ability to take account of each other’s ideas about how to organize their activity and show sensitivity to others needs and feelings. They will be supported to form positive relationships with adults and other children.
Self-management: children will develop understanding of the importance of good health, physical exercise and a healthy diet and talk about ways to keep healthy and safe. They will be supported to develop independence in basic hygiene and personal needs, including dressing and using the toilet independently.
Listening & Attention: children will be encouraged to listen attentively in a range of situations. They will share stories, accurately anticipate key events and respond to what they hear with relevant comments, questions, and actions. They will be encouraged to give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children will be encouraged to follow instructions involving several ideas or actions. They will develop abilities to answer ‘how’ & ‘why’ questions about their experiences and in response to stories or events.
Speaking: children will be encouraged to express themselves effectively, showing awareness of listener’s needs. They will be supported to develop understanding of past, present and future forms accurately when talking about events. They will be encouraged to develop their own narratives and explanations by connecting ideas or events.
Gross motor and fine motor skills: children will be supported to develop good control and co-ordination in large and small movements. They will be encouraged to develop the ability to move confidently in a range of ways, safely negotiating space. They will be shown how to handle equipment and tools effectively, including pencils for writing.
Reading: children will be encouraged to read and understand simple sentences. We will support their development of phonics to decode regular words and read them out loud accurately. They will also be supported to read some common irregular words and demonstrate understanding when talking with others about what they have read.
Writing: children will be supported to use their phonic knowledge to write words in ways which match their spoken sounds. They will be encouraged to write some irregular common words and simple sentences which can be read by themselves and others; some words spelt correctly and others phonetically plausible.
Numbers: we will support children to develop their abilities to count reliably with numbers from 1 to 5, then 1-10, place them in order and say which number is one more or one less than a given number. We will encourage children to use quantities and objects, add and subtract two single-digit numbers and count on or back to find the answer. We will support them to solve problems including doubling, halving, and sharing.
Shape, space, and measure: we will encourage children to use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and solve problems. They will be supported to recognize, create and describe pattern, explore characteristics of everyday objects and shapes and use mathematical language to describe them.
People & Communities: we will offer children opportunity to talk about past and present events in their own and in the lives of their families. We will help them develop awareness that children don’t always enjoy the same things and are sensitive to this. We will encourage them to recognize similarities and differences between themselves and others, and among families, communities and traditions.
The World: staff will encourage children to recognize similarities and differences related to places, objects, materials and living things. We will encourage them to talk about the features of their own immediate environment and how environments vary from each other. We will help them make observations of animals and plants and explain why some things occur and talk about changes.
Exploring and using media and materials: we will support children to sing songs, make music, dance, and experiment with ways of changing them. We will encourage them to safely use and explore a variety of materials, tools, and techniques, experimenting with colour, design, texture, technology, form and function.
Being imaginative: children will be encouraged to use what they have learnt about media and materials in original ways, thinking about uses and purposes. They will be encouraged to represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
In Summary
Play helps children learn and develop through ‘doing and talking’, which theory has shown to be how they think. We use the EYFS 'Early Learning Goals' and Development Matters to provide a range of play activities which help children progress in a secure and happy environment. Children decide how they will use activities, with adult help, support and encouragement when required. We value ‘dual coding’, where verbal teaching is supported by images, which help cement learning. We also include kinesthetic learning as we appreciate children can remember skills or knowledge if they have been actively involved when learning it.
We encourage parents to share comments and any information conducive to the well being of their child, as we may then promote the child's security, self-value and confidence, all of which enable a child to access the activities on offer. Staff praise and share children's accomplishments within the group and with parents and similarly share concerns. Children's developmental records are available at any time for parent's perusal and contribution.
We look forward to meeting your family!