Making a Positive Contribution Policy and Practice
To meet the Every Child Matters Outcomes Framework (DCSF, 2008b) for making a positive contribution, the setting will need to be able to demonstrate that they are enabling children to: be engaged in decision making and supporting the community and environment; develop positive relationships and choose not to bully or discriminate; enable children to develop self confidence and successfully deal with life changes and challenges.
- Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children.
Stepping Stones Day Nursery strives to ensure children make a positive contribution that involves making relationships, engaging in positive behaviour, being involved in what goes on around them and gaining in self – confidence.
Admissions
Stepping Stones Day Nursery includes and welcomes everyone. The nursery is open to every family in the community. Families joining the setting are made aware of its equal opportunity policy. We incorporate children as well as the right of the parents / carers, students and staff. We invite and welcome;
- Children who are disabled and those with special educational needs
- Those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness.
- Children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds.
We believe that all children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs.
All parents that wish to book their child into the setting will be treated equally and fairly on a first come first serve basis, there is no waiting list.
The setting insists that children can not be ‘term time only’ until the term after the child is three.
Settling in sessions is free of charge, the setting recognises that each child is unique and therefore for some children settling in takes a little longer. The setting looks to ensure that the parent and child is completely happy before allowing the child to stay for the whole session, then and only then will the parent be charged.
The Childs Voice
The setting recognises that children spend a huge amount of their childhood in places of formal education, from early year’s settings, through primary school and into secondary school. Although these settings have children as their central and driving concern, children very often have little – if any- say or control in how these places are structured, organized or managed or over what is provided in settings and schools in terms of care and education.
Therefore the setting encourages children to make choices in everyday situations through their play, routines and relationships.
At the very beginning children will determine who to build strong relationships with, it is therefore only reasonable to allow children the freedom of choice on who to have as a key person. All practitioners should be keen and willing to build relationships with all children, but they also need to respect the child’s wishes and observe who that child relates to as their secure and familiar adult when the parent and or carer is not present.
From having a voice, children are listened to, their interests and needs identified and acted upon. Children learn from their experiences, gaining information from skilled practitioners who offer explanations, finally children start to take responsibility and learn from their mistakes, gaining new skills and confidence.
Parents in Partnership
On admission to Stepping Stones parents are invited to stay on their first visit and fill out the enrolment forms with a member of staff. This offers opportunities to discuss health issues, allergies and any other concerns. Where necessary help will be given to complete forms and where English is an additional language assistance will be sought through the Ethnic Minority Agency (EMA). The parent will be given a welcome pack that gives them information about the Early Years Foundation Stage, our policies and procedures and also routines of the day; also included is a letter explaining the role of the key person and how the choice is made.
The setting likes to find out about the child’s interests and needs via the child’s voice, we as a setting recognise that the parents and or carers are the child’s first and main educator and therefore ask them to complete an ‘All about Me’ form with their child, to be returned on their next visit.
It is made aware to parents that individual development records is kept on each child, these records are confidential and will only be discussed by the key worker to other relevant staff and the parent / carer. There is an area available for practitioners to speak to parents and carers confidentially. Termly progress reports are given and a space is allocated for parents to relate how the child is learning at home through their interests and needs. In addition, parents can look at these records at any time and arrangements can be made to discuss the child’s progress.
On entering the nursery foyer there is notice boards where parents will find all the information of what is going on in the setting, from illnesses to daily activities and menus. There is a screen depicting photographs of what the children achieved during the previous week. In addition there is a comments book where parents can write down things that they think would benefit the setting, newsletters are sent out termly and questionnaires sent out to collate information on how to improve our services.