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Rampton Primary School

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All About Us

Welcome to  

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         

                                                                             

 

Meet the Team

 

Mrs Emma Myatt

 

                       

Hello, my name is Emma. I have been working with children for 22 years, childcare is my passion. I have level five in childcare and education.                                                          

                         

Mrs Natasha Bowden

 

 

Hi my name is Natasha Bowden . I am an Apprentice EYP and hope to qualify this September.

 

All staff also are Paediatric First Aid, Safeguarding , Food Hygiene, Fire safety and Child Protection trained.

 

Our Aim

The aim of Nestlings is to enhance the development and education under statutory age of children aged two to three years.

  • Work in partnership with parents to help children to learn and develop.
  • Add to the life and well-being of the local community.
  • Offer children and their parents a service that promotes equality and values diversity.
  • Providing a stimulating and enjoyable environment for learning.
  • Developing the abilities, skills, and interest of all children.
  • Recognising and celebrating achievement.
  • Encouraging an active partnership with parents/carers and the community.
  • Offering opportunities for all children, whatever their race, culture, religion, means, or ability.
  • Promoting public interest in local areas.

Parents

Parents are regarded as members of our setting who have full participatory rights. These include a right to be:

  •  Valued and respected
  • Kept informed
  • Consulted
  • Involved
  • Included at all levels

Children’s development and learning

We aim to ensure each child:

  • Is in a safe and stimulating environment
  • Is given generous care and attention
  • Has the chance to join in with other children and adults to live, play, work and learn together.
  • Is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do.
  • Staff will ensure that each child makes satisfying progress.
  • Is in a setting that sees parents as partners in helping each child to learn and develop.
  • Is in a setting in which parents help to shape the service it offers.

 

The Early Years Foundation Stage

The provision for children’s development and learning is guided by the Early Years Foundation Stage. This is the same for early years sectors. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage.

A Unique Child

Every child is unique who is constantly learning and can be resilient, capable, confident, and self-assured.

Positive Relationships

Children learn to be strong and independent through positive relationships.

Enabling Environments

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents, and carers.

 

Learning and development

Children develop and learn in different ways and different rates. The framework covers the education and care of all children in early years’ provision including children with special educational needs and disabilities.

How we provide for development and learning

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all the children with interesting activities that are appropriate for their age and stage of development

 

The Areas of Development and Learning comprise of:

Prime areas

  • Communication and language
  • Physical development
  • Personal, social and emotional development.

Specific Areas

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive art and design

 

For each area, the level of progress that the children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what is expected that children will know, and can do, by the end of reception year of their education.

 

Our setting has regard to how we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understand they need for:

Communication and language

  • Listening and attention
  • Understanding
  • Speaking

Physical development

  • Moving and handling
  • Health and self-care

Personal, social and emotional development

  • Making relationships
  • Self-confidence and self-awareness
  • Managing feelings and behaviour

        Literacy

  • Reading
  • Writing

Mathematics

  • Numbers

Shape, space and measure

Understanding the world

  • People and communities
  • The world
  • Technology

Expressive art and design

  • Exploring and using media and materials
  • Being imaginative

 

Our approach to learning and development and assessment

Learning though play

Play helps young children to learn and develop though doing and talking, which research has shown to be how young children learn and think. Here at Nestlings our staff plan and provide a range of activities, which help children to make progress in each area of learning and development. In some of these activities, children decide how they will use the activity, and, in others, an adult takes the lead in helping the children take part in the activity. In all activities, information from the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Characteristics of effective learning

We understand that all children engage with other people and their environment though the characteristics of effective learning that are described in the Development Matters the Early Years Foundation Stage guidance as:

  • Playing and exploring
  •  Active Learning
  • Creating and thinking critically

We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide to support each child to remain an effective learner.

Assessment

Here at Nestlings we use an online system called Tapestry to record and store all observations/assessments relating to each child, inline with the Early Years Foundation Stage. This is a safe and secure system and one that enables parents and carers to access their child’s learning journey at any time. Staff assess how children  are learning and developing by observing them frequently. Staff use information that they gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them.

We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents, are supporting development.

We make Periodic assessment summaries of children’s achievement based on our ongoing development records.

These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals, as well as rime of transition, such as when a child moves into a new class.

The progress check at age two

The Early Years Foundation Stage requires that we supply parents and carers with a short-written summary of their child’s development in the three prime areas of learning and development: Personal, social and emotional development, physical development and communication and language, when the child is aged between 24 – 36 months. The staff member is responsible for completing the check using the ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

Snacks and meal times

The setting makes snacks and lunch time a social time at which children and adults sit together. We plan the menus for snack so that they provide the children with healthy and nutritious food. Please tell us about your child’s dietary needs and we will make sure that these are meet. Lunches, children can either bring a pack lunch from home, or school can provide a hot lunch at an additional cost.

Property and belongings

Please ensure your child’s property is clearly labelled in all items.

Please also ensure that your child brings:

  • A spare set of clothing
  • Named water bottle
  • Sun hat and sun cream in the summer months (clearly labelled)
  • Hat/gloves in the winter months (clearly labelled)
  • Suitable outdoor coat and shoes
  • Nappies/wipes
  • Toilet training- spare pants.

 

*Policies and procedures or available to view on the school website

 

 

 

 

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