Bow Bears Pre-School CIO

“Our vision is that all children that come to Bow Bears will have every opportunity to reach their full potential by inspiring them to learn through fun”

Bow Bears pre-school is open to all children from their second birthday to school entry age.  We are registered to accept Early Years Entitlement and Extended Entitlement (30 Hours) for three year olds starting the term after the one in which they turn 3, We also accept Two Year Old funding which entitles some two year olds to 15 hours of free childcare and early learning each week. We are registered for Tax Free Childcare Payments.

Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff with responsibilities for a small group of children. They help those children in the setting to feel safe and cared for. The role is an important one and an approach set out in the EYFS which is working successfully in settings and in Reception classes. It involves the key person in responding sensitively to children’s feelings and behaviours and meeting emotional needs by giving reassurance, such as when they are new to a setting or class, and supporting the child’s well-being. The key person supports physical needs too, helping with issues like nappy changing, toileting and dressing. That person is a familiar figure who is accessible and available as a point of contact for parents and one who builds relationships with the child and parents or carers.

Records of development and care are created and shared by the key person, parents and the child. Small groups foster close bonds between the child and the key person in a way that large groups cannot easily do. These groups allow the key person to better ‘tune into’ children’s play and their conversations to really get to know the children in the group well. Children feel settled and happy and are more confident to explore and as a result become more capable learner.

Children will have a named key person from their first day at Bow Bears to help with settling in and forming strong attachments with each child.

Due to being a pack away setting, we are able to vary the activities and resources on offer on a day-to-day basis.  We are fortunate to have a large hall to operate from which gives the children plenty of room to move around and access toys of their choosing.  The hall is zoned into areas to give the children space to explore different activities, including our cosy book corner, which ensures there is always a place for children to have some quiet time. We have a sensory area with mirrors, lights and tactile experiences where children can feel safe and secure.

As well as the activities that are planned by staff, the children have access to a comprehensive range of resources that they are able to choose for themselves.  This ensures that they become independent learners and are motivated in their play, which leads to sustained engagement with the activity.

Outside we have a newly refurbished secure play area that is divided between soft play and a hard surface for bikes and ride ons. Within this we have a mud kitchen to encourage children's personal and social development alongside communication and interaction skills, all whilst having great fun playing with mud!! We encourage outside play as often as possible with children having free flow access.  The children have great fun playing with sand and water trays, car ramps, a slide and much much more.  They also have access to a role play area which may be a garage one day and a garden centre the next.

Our morning session starts with children joining the adults on the carpet to welcome everyone and share a song before we begin the "Wakey Shakey" an activity that ensures our bodies are ready to learn. We then split into small groups for phonics work.  Children take part in a high-quality communication, language and literacy development programme designed to promote their learning through a play-based approach.” Letters and Sounds “ was designed to support settings and schools with teaching phonics building on experiences children have already had in the setting.  Phase One supports the development of speaking and listening as crucially important in its own right and for paving the way for high-quality phonic work.

At snack time, children can chose milk or water to drink had have fruit to eat in line with our healthy settings policy.  By using small jugs, children learn to pour their own drinks and often help to cut up the fruit for their friends encouraging independence.

Children that stay for lunch are asked to provide a healthy packed lunch which is stored in the fridge during the morning.  At lunch time, children sit at tables in small groups with an adult at each table.