Staff, Keyworkers and the Curriculum
The pre-school employs one playleader, one deputy playleader, and four assistants, with a minimum of four staff working at each session. At least one member of staff at each session will hold a current First Aid certificate. More details on our staff members and their qualifications can be found on the information board in the main room.
As soon as your child starts pre-school they will be allocated a member of staff who will be their ‘keyworker’. Each keyworker has a special responsibility for a group of children and will ensure that the needs of each individual child are recognised within the pre-school. There main duties are:-
• To assist the child to settle into pre-school.
• To inform parents of their child’s activities and to be available at the beginning and end of each session to answer any queries parents may have.
• To contribute information about individual children’s needs to the planning of the pre-school curriculum.
Keyworkers are also required to observe and monitor the child and keep written records of their progress. These records belong to you, the parents, and you may ask to see them at any time. They will be given to you when your child leaves to start school, or if your child leaves pre-school before this time you may ask to take them. These records may be made available to other caring professionals as necessary.
THE PRE-SCHOOL CURRICULUM
We offer a curriculum which leads to nationally approved early learning goals and prepares children to progress with confidence to the National Curriculum at the age of five years. These goals are organised into six areas of learning, which are:- personal, social and emotional development; communication, language and literacy; problem solving, reasoning and numeracy; knowledge and understanding of the world; physical development and creative development. A poster giving further details of how our daily activities and experiences contribute to the early learning goals can be found on the information board in the main room.
