The Honey Pot Private Day Nursery

When a child is joining us we send a copy of our prospectus, a full registration form, all about me form, routine form(babies), information about what to expect and what we need the parents/ carers to bring to supply for their child.

We arrange for the parents/ carers to visit our nursery with their child with an hour slot. During this the parents, carers and child(ren) can meet the staff and their key worker.
The key worker can talk about our setting and what a day is like at nursery, they also go through all the paper work, ask questions and clarify things with parents/ carers.
This time is used for us to get to know the child and their parents/carers and for them to ask us any questions, ready for them to joining us.

All meals and snacks are provided by the nursery. This includes: breakfast, snack, two course lunch, light tea and fruit at no extra charge.
Cow's milk is provided by the nursery. Baby milk and/ or other milk alternatives are to be provided by parents/ carers.

Parents/ carers are to provide consumables including their own nappies, wipes, nappy cream, sun cream.

Any voluntary additional services would be invoiced. Parent/ carer is able to opt out of any voluntary services that they do not wish to be invoiced for.

We implement the EYFS in our setting in multiples ways. Every child is unique and learning differently. Being enabling and inclusive for all environment gives all children access to our curriculum no matter their ability. Staff know their key children well, they are confident of each child�s starting point, how they have progressed and what their next steps are. We are fortunate to be a small setting as all staff get to know all our children well.
Children at The Honey Pot enjoy learning through small groups, circle times, small and group activities, 1 to 1, outdoor activities, continuous provision, exploring personal schemas of learning and curiosity.

The Honey Pot use an online journal called Tapestry, we use this to record observations on the children, make reports and track their progress. This information is shared with parents via email as a PDF form. They receive this at the beginning of each new term with the data from the previous term.
Parents as partners
We offer regular Parent Mornings or telephone calls where parents/carers can come in and discuss their child�s development, discuss anything we need to work on and sign post families to the right places for extra help. At age 2 years, we will complete a statutory Progress Check in conjunction with yourself and your child's health visitor. We value parents/carers as the main educator in your child's life and wish to work in collaboration with you to ensure your child is enjoying and achieving.
Our Pre-school room have a show and tell each month which relates to our topic, parents/children are encouraged to email a photo or bring an item in each week, this provides the opportunity for children to share something from home, something they enjoy doing or have experienced, this again provides them with a sense of responsibility and confidence when talking about their show and tell with their friends.
Travelling ted is our Honey Pot travelling bear. We select a preschool child to take Ted and his diary home with them. They take Ted into their family, document and add pictures to his Diary so that when he comes back Ted and the child who looked after him can share their adventures with the rest of the children. Ted has been many places in and out of this country, even as far as Japan and Thailand! We have recently started Sending Ted for some adventures with the older toddlers who will be transitioning to Preschool the following term. We thought this might help with transition to their new room. The toddler can then bring Ted back and take Ted back to Preschool and share their adventures together with the preschoolers.
An �All About Me� document will be completed for your child/ren when they are due to leave nursery and/or go to Primary School, an additional copy will be given to each parent/carer. This will have all key information needed for their new teacher/practitioner. In regards of transitioning to a Primary School, we will contact the schools to offer phone calls and/or invite the new teacher to come to our setting to discuss each child so that there is a smooth transition and the children get to meet their new teacher in a familiar setting.
Our baby room leader, Abby Mason, has devised a home learning basket for the children in the baby room to take turns taking home. Abby decides on an activity depending on our topic, children�s interests and what the children have been working on at nursery. This give ideas to our families and builds upon our parents as partners scheme. Abby has added a communication book so families can feed back what they like about it, what was enjoyed and any other comments for next steps in this scheme.
Wow moments and Parents Voice
Each of our rooms has a �Wow Moments� wall where each child�s photo is displayed, and we can add post it notes to celebrate amazing achievements either in setting or something they have done at home that a family member has shared with us. This gives us the opportunity to discuss this achievement further and share the celebration with their peers. Parents Voice is the opportunity for parents to share a family celebration, an achievement, a holiday etc with our setting to encourage and contribute to our home from home approach. We display these parents� voices on our family board.
Transitions
Transitions are very important in the early years. It is the responsibility of all early years practitioners to ensure that children feel welcomed, gain a sense of belonging and are helped to settle happily. Transitions are important at all stages from joining nursery, to room transitions around the setting and transitions to school. Supporting transitions in the early years is essential for laying the foundations for effective learning. As every child is unique we aim to support them in these transitions in whatever speed is suitable for them and respond t leads and interest as whilst transitioning.
Charlotte and Lou write reports and have detailed conversations with the staff and teachers from the different school our preschool children transition to. We welcome the children�s new teachers to come and visit them at our setting to talk to us and meet the children in their current setting. We find these methods crucial to our children especially when they are transferring to a new setting to start foundation stage 2.