Banana Moon Day Nursery Beenham

We work together with parents to identify their child's starting point on entry to the nursery and the key person uses observations, assessments and their professional judgement to assess the child's progress.

We work in joint partnership with parents to provide for children's learning and can support the parents with home learning.  We see all children as individuals and plan activities for each child based on their interests and next steps for development.

We use the 'Early Years Foundation Stage' curriculum to support and underpin children's learning and use the 'What to Expect, When' document to support parents knowlege and assessment of their child's starting point.

We talk to the parents on a daily basis about how their child is progressing and record a formal assessment for the parents every 6 weeks.  This ensures that each key person can recognise any dificulties, and early identification of any additional needs or difficulties can be discussed with parents.

All observations, photograhs and assessments are kept in the child's 'Learning journey' and can be viewed by parents at any time, and we carry out the necessary checks at age 2 in conjuntion with the child's health visitor.

Where necessary, a 'Support and Achievement Play Plan' (SAPP) will be used.  This helps to identify smaller targets for a child that are more achievable but still enabling the child to make good progress.

Staff will regularly discuss the progress of individual children in the setting to ensure that good progress is being made by all.

Staff meet regularly with parents to ensure that progress is being shared.  The key person will give feedback regarding a child's day on a daily basis, and the parents of the youngest children receive a daily feedback sheet containing information on what their child has been experiencing on that particular day.  Parents are involved in all apsects of the child's development and we ensure that they recieve a copy of everything to do with their child such as planning and assessment, 2 year check, summary of achievements and observations of their child.

All children are planned for on an individual basis, using their likes and dislikes and developmental stage and staff recognise that the weekly planning is a working document that can be changed if needed for example; if a child does not attend or if a child attends for an extra day. 

Staff also use 'family boards' which show photographs of all children's families.  This helps them to see and talk about their family within the setting.  Parents have busy lives and we do not always get to spend too much time with them.  Having family pictures around can help children feel positive about themselves and their family unit.

All planning is tailored to each individual child's needs.  This ensures that all children have activities planned for them that include things that they like and the developmental stage that they are at.  We also understand that children have different styles of learning that need to be nurtured in order for them to develop to their fullest potential. 

Daily risk assessments and well thought out activities also ensure that the nursery is a safe and stimulating place for all children regardless of their age or stage of development.

Wherever possible all children are encouraged to be confident and independent and all activities are at the right height for the ages and stages of development for the children in each of the rooms.  Floor play is a really important part of the play and many of our activities happen at floor level to ensure that children can be comfortable and interact with each other.

We tailor the teaching for the needs of each individual child.  This may included small group activities or 'peer modelling' during groups.  We also use visual timetables and these can be tailored for individuals using the 'when and then' strategies.

We use positive reinforcement and praise children at all possible opportunities and encourage the use of sand timers as a visual aid to give children a sense of when something will start or end.

We have rigorous risk assessment processes in place to ensure that the safety and well-being of all children and staff is being considered regularly. 

All children are planned for on an individual basis and this may also mean that the environment is adapted to allow for any impairments or difficulties a child may have.

Through our assessment and observation process, we are able to identify if a child may need additional support.  Management support staff to ensure that all children are developing strong bonds with their key person and the key person will liaise with management to ensure that strategies are put in place to support the needs of individual children displaying difficulties.

Management also support staff to ensure that training is recieved in the areas required, ensuring that the continuing professional development of staff is tailored to the needs of their key children, aswell as themselves.  This may include training on speech and language development, Autistic Spectrum Disorder or social interaction.

The progress of all children is monitred regularly.  We evaluate the progress of each individual child every 6 weeks and the each parent will receive feedback on this in the form of a progress review form.  This gives parents an overview of what the child has achieved within the 6 weeks.

Parents are welcome to share information about their child's achievements at home and other settings and these can also be included in the progress reviews. 

We also share 'WoW!' moments which may include for example; a child going to the toilet for the first time or a baby who has crawled or walked for the first time.  This can be anything which is a significant step in the child's development.

We welcome all children to attend the nursery and any outings or activities of any kind will be offered to all children.  No child will be excluded from any acitivity; it is the activity or the outing that would be changed to include all children-not the other way around, for example, ensuring that the activity is provided at a height that it can be accessed by all children.

We welcome feedback from parents about what they feel is working well for their child and anything they feel could be improved.  This helps to ensure that we are working in partnership with parents.

Our building is newly renovated and has access via a large car park with parking for the disabled, then entry to the building via a wheelchair accessible ramp.  All doorways are wide enough for a wheelchair to access and activities can be made accessible by re-arranging the floor.

Staff are able to adapt things as necessary to accomodate a wide range of different impairments and the children's bathroom also has a wide entrance from both the toddler room and pre-school room.

All rooms are spacious and flooring allows easy access between hard flooring and carpetted areas.

As soon as we bocome aware of a new setting or school, we will make links with them to arrange transition meeetings for parents and staff.  We will also arrange visits for the child to ensure that they become more comfortable in their new surroundings.  The meetings also enable us to make sure the new setting understand all of the needs of the child, and that they are able to accomodate those needs.  We will also use photo books where necessary so that the new setting can be talked about regularly with the child.  The photo book may include pictures of the new setting, the new teacher, where the child's peg may be etc.  It is important to make sure that children are able to know as much as possible to reduce stress and anxiety. 

Here at Banana Moon, we have extensive policies and procedures in place to support the learning of all children, this includes transitions; whether this may be between rooms within the nursery, or external transitions.

Staff meet regularly to discuss the development of each child. The development is reviewed and recorded for all children and all progress made is recorded to ensure that all children are being planned for effectively.  If this includes a SAP/IEP then all targets reached will be recorded however small.  It is important to break down targets and goals for all children with additional needs to ensure that what is expected of them is achievable. 

Each key person has a buddy to ensure that during periods of staff absence, children are still being planned for and activities carried out effectively. 

Parents are informed of the progress made by their child and they are invited to add any information from the home setting to be included to show progress being made in the home environment.  We also carry out regular risk assessments to ensure that the activities on offer are safe and well thought out.  We encourage risk taking to support our stimulating experiences.

We encourage a strong parent partnership between all staff and parents and encourge parents to talk to staff if they have any worries or concerns regarding their child.

Nicola Cox

Manager and SENCO

0118 971 4299

info@bananamoon-beenham.co.uk

We acitively encourage communication between staff and parents to make any improvements where necessary.  We encourage the use of feedback forms through daynurseries.co.uk as well as holding formal and informal meetings with parents for example, parents evenings and daily feedback.

The manager has an open door policy for parents to discuss any issues and our complaints procedure is on display in the welcome area for parents to read and follow if they felt it necessary.  Here at Banana Moon, we encourge parents to come and talk to a member of staff in the first instance to try and resolve any issues that may arise.