Peanut Allergies - A gentle reminder that we have children with peanut allergies in pre-school.  Therefore we ask for no peanut products to be included in lunchboxes.  Could I also ask you to be mindful if your child has peanut products before coming to pre-school.  The allergic reaction can be caused by touch, for example from round their mouth, or on their hands so if your child touches a table this can transfer enough peanut oil to cause an allergic reaction.

Comfort Books - The comfort book that your child brought in on their first day continue to be loved and affectionately looked at.  It would be lovely to keep adding to these books as your child's interests evolve and new experiences are explored. Please feel free to take them home at any time to update with photographs of days out or of new interests as they are a great tool for encouraging talking and sharing of home experiences.

Quality Improvement Plan

The committee and staff at the pre-school are constantly looking for ways in which we can improve our setting further.  Each year, we set out our priorities for improvements in our Quality Improvement Plan (QIP).  Our targets for the 2018-2019 academic year are as follows:

1.    Improve the robustness of our self-evaluation process.  This will involve the following actions:

·         Staff to carry out regular room observations, followed by staff discussions, in order to identify potential improvements to provision

·         Re-examine and improve our current staff self-appraisal forms to encourage deeper reflection of practice by staff.

·         Establish a child-friendly system of gathering children’s views of pre-school, again with the aim of looking for ways in which we can further develop and improve our setting.

2.    Improve planning for older and more able children to ensure activities and experiences challenge and extend learning.  This will involve the following actions: 

·         Carry out literacy audit and identify potential improvements to provision and practice.

·         Staff to visit other settings, with a focus on older children (eg reception classes).

·         Look at how activities are differentiated for more able children.

·         Evaluate home/preschool links and support for children’s learning at home.