Inductions for new children

  • Induction Process

    This is a very important stage of your child’s life at the nursery as childcare experts we acknowledge the importance for you as parents to have the chance to begin your child’s Learning Journals and build strong bonds between you, your child and the designated Key Person who will be in charge of your child’s development. The induction process at Peques Anglo-Spanish Nursery Schools is a simple method that encourages children to gradually gain confidence in their new environment. The most important part of the induction process is making children comfortable at all times at the same time allowing them to experience the fun and exciting surroundings that we as a nursery can offer. On the Induction day you will get to meet your child’s Head of Group Practitioner and in turn your child’s “All About Me” will start. This is an important document to have in order to start your child’s Learning Journal. As your child settles usually within the first few days of attendance or sometimes during the induction process he/she will choose the Key Person that will accompany your child during their stay in that group and will also do the transition to another group when the time comes. This key person will be the person that has regular contact with you and gives you daily feedback forms (see daily feedback forms below)….giving parent and child reassurance at all times. Inductions are totally personalized as every child and parent is different, below is a typical example of how children may spend their first few days at the nursery as your child settles usually within the first few days.

    Day One

    Parents are invited to come to the nursery and spend a short time with their child getting accustomed to teachers and a new environment, this usually lasts between 30 minutes to an hour.

    Day Two

    Parents will spend a similar amount of time with their child as on day one, only this time the child is left to play and join in some activities, getting accustomed to teachers, activities and their new friends, parents stay for a longer period comparable to that of day one.

    Day Three

    Parents will spend a short time with their children and then depart for about half hour and leave the building as a typical day would happen, maybe go for a coffee or a short walk to the shops, leaving the child free to join in all the different activities and routines independently. At this stage children should not feel a great deal of anxiety and should be happy to spend a considerable part of the day at the nursery. Parents will be called to pick up their children should children feel distressed. If all goes well in the third session then by day four you will be able to leave your child for a full half day session and your child should feel confident and happy enough to stay in the nursery without your presence. Once this is achieved, your child is ready to start nursery as per the requested schedule. If at any stage children experience great discomfort parents are called to pick them up immediately and parents are able to be in constant contact with the nursery for reassurance and peace of mind. We must stress that each induction is completely dependent on the child and there may be instances where children complete the induction process considerably faster or slower than in the example above.

    Daily feedback forms are given to all parents at the end of each session attended. These are so that we can keep parents informed on daily issues such as how much food their children have eaten, how much they have slept, their nappy change status if relevant, their planned activities of the day or any other information that could be helpful and interesting to share with the parents. This is imperative in our “Partnership with Parents” ethos and we believe an essential part of the handover at the end of a session.

    Transition within the Nursery

    The open plan of our nurseries makes the transition from group to group very easy and accommodating for all involved, children, parents and teachers. Unlike nurseries that have individual rooms per age group, our children mix with everyone during the day from having lunch and snacks together to enjoying activities or simply going to wash hands and interacting with other age groups on the way. This enhances their learning as the children can learn from their older peers. Teachers interact with all the groups and with parents on a daily basis therefore when the day comes transition is achieved effortlessly and with minimal diversion.

    We take transition very seriously that could be Routines, People, Places (school a major transition for children)

    In order to make transition smoothly to pay careful attention to: Time, Preparation, Loving relationships, Emotional Intelligence

    Transition into “Big School”

    Starting “Big School” is a period of time that is filled with a range of emotions for both the children and their parents. The successful transition for children from Nursery to Reception is crucial in order to enable both children and parents to feel secure in the new environment and for children to continue to develop and learn effectively. It is important for children and parents to familiarise themselves with the school environment and to start building relationships with key members of staff, which is why a transition visit to your child’s new school with their new teacher and also their completed Learning Journal is essential for the child’s new teacher to learn about your child and their learning styles is absolutely key in this transition.

    How do we achieve this?

    Curriculum Transition to School

    The EYFS continues through to the end of Reception Class, although it evolves in order to prepare the children for Year 1 and the National Curriculum. In order to prepare the children for this curriculum transition we introduce the following:

    • More adult led as opposed to child led activities.
    • Teaching styles are more passive as opposed to active & more subject based as opposed to integrated.
    • Numeracy and Literacy is introduced more where and play based activities are reduced.

    An active (doing) curriculum -> a more passive (listening) curriculum

    An integrated curriculum -> a subject based curriculum

    Play based activities -> literacy/numeracy hours

    Large numbers of adults -> fewer adults

    Child initiated activities -> more adult-led activities

    Children can sometimes have negative expectations of “Big School” for example, harder work, less play and more discipline and therefore it is our role to do the best we can to make their experience and expectations that of a positive one.

     

  • Learning Journals

    Children’s Learning Journals are mandatory in the Early Years Foundation Stage and are journals that record special moments of the children and keep parents involved in a partnership as their children blossom and grow. They are also imperative in recording EYFS developmental stages to assess how children are progressing and developing.

    In order to establish a closer communication with the parents Peques holds “Learning Journals” meetings twice a year in January/February and June/July. All the parents are notified of the time and the date of their meetings by letter. Parents are welcome to discuss alternative time and date with the Manager should the time and date prove unsuitable. Meetings are organised by the Manager and chaired by the Key person of the child.

    Nursery Managers have to make sure that all the Learning Journals are ready for parents before any child leaves the nursery. If a child moves from Peques to another nursery, then the Learning Journal will be available for the parent to forward to the new nursery or in the case of the child moving to “Big School” then to the child’s new teacher at Reception.

    Here at Peques we have an online Learning Journal system called Tapestry where we observe every child and record their development. This is an innovative way of keeping such records as it allows the parents to log in any time to the parent portal with their unique password. We have developed a Policy for the use of this system that can be found in our nursery’s Policies and Procedures. Traditionally these individual records have been collected in scrapbooks or binders, building up into a treasured memoir those children can take with them when they leave for the next stages of their journey through life. Now with this on line system, observations, next steps, photographs and videos are still recorded in a similar way although this way it allows parents to log in and have access to their child’s Learning Journal at their own convenience. These recorded observations are essential for parents to encourage their children to recognise their own achievements consequently developing a sense of pride and self-esteem.

    Peques acknowledges that parents are their child’s first educators and that they should be involved in every step of their child’s Learning Journal

    Planning (educational)

    The key to successful planning is for our teachers to be aware of children's developing needs and be able to respond to them flexibly. Planning is about practitioners giving informed thought to what the children in their groups are going to do or will be encouraged to do and therefore our teachers use their knowledge of the children and the children's learning needs to inform their planning. There are 2 types of planning; weekly and Termly planning.

    Depending on the general topic of the term for example; winter or letters and numbers, children complete activities and observations of these are described in the 'Learning Journals' journal. They are encouraged to carry on with the stimulations of their children through our On line Learning Journals and on occasions are also encouraged to bring things they have made at home all in line with the planning in place at that time. Although this planning is created by the teachers alongside the needs and desires of the children, this is not fixed and can take many diversions as the children may respond in a way that distracts from the actual planning in place; when this occurs then the teachers adapt the planning to the direction of the children’s creativity and ideas.