Policies & Procedures
This page details the Policies & Procedures that Pied Piper Pre-School follow.
Pied Piper Pre-School follow other policies in the workplace that aren't on display here but can be requested at any point.
To see our Safeguarding Children - Child Protection and Allegations Policy, click here
To see our Fundamental British Values in our Setting Policy, click here
To see our Admissions Policy, click here
For further information on the Policies & Procedures, please Contact Us.
A Unique Child
Child Development: skilful communicator, competent learner.
Inclusive Practice: Equality and diversity, children’s entitlements, early support
Keeping Safe: Being safe and protected, discovering boundaries, making choices.
Health and Well-being: Growth and developing, physical and emotional wellbeing.
Our setting aims to:
Provide high quality care and education for children below statutory school age;
Work in partnership with parents to help children to learn and develop:
Add to the life and well-being of the local community; and
Offer children and their parents a service that promotes equality and values diversity.
Observation, Assessment and Planning: Starting with the child, planning, assessment.
Supporting Ever Child: Children’s needs, the learning journey, working together.
The Learning Environment: The emotional environment, the outdoor environment, the indoor environment.
Respecting Each Other: Understanding feelings, friendship, professional relationships.
Parents as Partners: Respecting diversity, communication, learning together.
Supporting Learning: Positive interactions, listening to children, effective teaching.
Key Person: Secure attachment, shared care, independence.
The Wider Context
Transitions and continuity, multi –agency working, the community.
Learning and Development
Play and Exploration: Learning through experience, adult involvement, contexts for learning.
Active Learning: Mental and physical involvement, decision making, personalised learning.
Creativity and Physical Thinking: Making connections, transforming and understanding, sustained shared thinking.
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 Pied Piper Pre-school helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.
The Areas of Development and Learning comprise:
Personal, social and emotional development
Communication, language and literacy development
Problem solving, reasoning and numeracy
Knowledge and understanding of the world
Physical development; and
For each area, the practice guidance sets out the Early Learning Goals. These goals stage the expectations of what the children will know and be able to do by the end of the reception year of their education.
The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.
At Pre-school we try to encourage positive and acceptable behaviour. We try to be firm, reasonable and consistent. This benefits your children by helping them feel secure and happy. They begin to learn what is expected of them and to behave in a way that is acceptable to others. In this way, they come to understand what is safe, and what is not safe, and to develop their own self-discipline.
At pre-school the rules are used for the safety and well being of everyone including the staff and the rota helpers, but particularly for the safety of the children.
At Pied Piper Pre-school we welcome all children and support each child’s individual needs. We aim to achieve a greater understanding of different races, religions, gender and disabilities. We encourage all children to participate fully in any activity they choose, and we aim to provide suitable toys, books and play activities to encourage equal opportunities. Therefore we seek an environment free from prejudice and discriminations. We would like to feel that any child can walk into our group and feel at ease.
At Pied Piper Pre-school we are an equal opportunities employer. We aim actively to recruit staff from different backgrounds, races, genders, and disabilities and ages. We believe that a varied staff group will be a positive experience for our children.
Special Needs Policy
A Pied Piper it is our belief that all children should be treated with respect and dignity. Each child is entitled to equal access to all activities offered, so each child may develop their full potential. At Pied Piper our aim is to develop each child’s confidence and ability to be independent.
The responsibility for the continuity and progression of the children’s development and welfare is shared between parents, pre-school and the community.
Health and Safety
The pre-school leaders are responsible for the safety. All equipment is checked on a regular basis and a risk assessment form completed. Staff at each session, have first aid knowledge and qualifications. The pre-school leaders are responsible for completing the accident book and notifying parents. Only members of staff are allowed to take other people’s children to the toilet.
A fire drill if performed every half term to get the children familiar with the siren and procedures for evacuating the building.
If you have any complaints please have a private chat with the leaders in the first instance. If you do not receive a satisfactory answer to your complaint, you should put it in writing and address it to:
Miss Sophie Arrowsmith
If you wish to take the matter further, you should again put it in writing and address it to: