I have worked here for 12 years, most of my

experience has been in the Pre-school room,

however I was a Peripatetic worker during

the first year of my employment, so when I

gained experience in all of the nursery areas.

I am currently the Playcare scheme leader,

so during the school holidays I will be working with the Playcare scheme

children.

I attended Pontypridd College, where I studied for my CACHE Diploma

I have recently completed my level 4 in child care

and education.

.

I have worked here for almost 21 yrs, most of my

experience has been working in the Pre-school

room, however I have worked in all areas of the nursery and was also the Playcare scheme leader for a number of years.

I studied for my NNEB Diploma, through the

medium of Welsh.

At Ystrad Mynach College I studied for my Advanced Diploma in Child Care and Education, and in Cardiff I studied for my Diploma in

Play work.

I am a fluent Welsh speaker.

I have worked here for almost 14 years, most of my experience has been

with the Babies and Toddlers, however I have

worked in the Play

care scheme and for the past 3 years with the over

two’s.

I am working within the Playcare scheme, so during

the holidays I will be working with the Playcare

scheme Children.

I am an English speaker and

I attended Pontypridd College, where I studied for

my CACHE Diploma at I have received my

foundation degree in Child Childhood studies at the Rhondda College of FE.

We welcome Lauren back from maternity this year

I have worked here for almost 6 years, most of my experience has been working in the Toddler room, however I have

worked in the Pre-school room for 3 years.

I attended Ystrad Mynach College, where I studied for my CACHE diploma through the medium of

Welsh.

I have recently completed my level 4 in child care

and education.

I am not a fluent welsh speaker, but because of my time training in and working for the Mudiad

Meithrin, I am able to use basic welsh during play

experiences with the children.

Every morning the over 3 children take part in Registration time.

During this time one group will discuss the day ahead – which may include any special activities, what they would like to play with, the weather, day of the

week, the season, and the month. Our under 3’s will take part in a song time and sing a variety of nursery rhymes and or our special puppets.

These sessions are valuable as it gives the children the opportunity to talk about an item brought from home, recall a special event or simply share a rhyme with the rest of the group. All of the above encourages a deeper knowledge

and understanding of the world, listening skills, decision making, turn taking, co-operative skills and self confidence.

At the Playcentre we sing a huge variety of songs, each room has their own rhyme book, and we regularly share these books.

In addition to these songs we also sing a variety of songs introduced by our Dance teacher, Pyjama Drama sessions, and also current themes and

interests.If you would like to know some of these please inquire with your child’s key

worker.

A very warm welcome to your pre-school room. We have written this booklet to provide you with information about the room itself, the staff the routine of the day and also

about our early years curriculum which is vital to your child’s development.We have 4 key worker groups

Group 1 will be led by Helena Back.Group 2 will be led by Amy Neal.

Group 3 will be led by Laura Capel.Group 4 will be led by Lauren Cambridge

There a many reasons why having a key worker is worthwhile and important, we believe that all children need to feel safe, secure and part of a group and having a key

worker enables each child to be treated and respected as an individual.Our ratio of staff to children is 1-8, for the over three’s and 1 – 4 for the two to three year olds, this gives us the opportunity to spend more time on an individual basis,

have excursions to enhance their knowledge and understanding of the world in which we live and it also enables each child’s needs to be catered for individually.

Whilst having a key worker is of great importance, we aim to encourage a family environment, and siblings are welcomed to join in play with each other. Although

children are encouraged to integrate with their own peers during key worker activities.

As a nursery we are working towards all staff being comfortable in the use of basic welsh, Helena speaks welsh fluently, and Laura has a background working

in the Mudiad Meithrin. We encourage all of our children to learn key words, phrases and rhymes. This is achieved by books, games, CD ROMs in the

medium of Welsh, the opportunity to sing Welsh nursery rhymes, using our tedi “TICW” and also during this is evident during our planning process.

The room is planned wherever possible to encourage self help skills, our toys and utensils are easily assessable and clearly labelled with words and pictures

enabling your child to make their own choices, and link pictures of objects with words which helps children understand that print has meaning.

For safety reasons, there are some toys and equipment stored out of reach of the children, as we now have many under three’s within the area, however these will be accessible during enhanced play time for the over three’s, and also used with

the under 3’s with supervision. We encourage the children to dress themselves, wash and dry their own hands,

use the toilet independently, all children will be accompanied to the bathroom, and needs met accordingly. We encourage parents/Carers to practice these

independence skills at home, in readiness for school. Children are also encouraged to choose which activities they would like to

participate in on a daily basis. There is a range of art and craft materials available all day, enabling your child to make individual choices, which will

encourage and nurture the children’s self esteem and confidence.

You and your child will also have the opportunity to participate in our reading club, which gives you and your children an opportunity to borrow a variety of

books. We have called this our Be Enthusiastic About Reading club. (The Bear Club). If you wish to participate in this scheme please ask your child’s allocated

key worker.

We have very special friend called Zinga who enjoys building loving friendships with all the children in the room.

We use this character to talk about being kind and cuddling with our friends, to encourage the children to take turns, and to encourage language skills. You

are welcome to take him home on the weekends and write a story in our special book, however please take good care of him and return him on

Monday morning.Because creative music and dance is invaluable to each child’s development, we provide a variety of opportunity for creative music and dance. The children also have

access to a variety of musical instruments, and participate in rhyme time sessions regularly, where we encourage the children to make up their own songs, and repeat

well known rhymes too.

Once a week our dance teacher will lead a session, and once a month we have a visit from the Pyjama Drama group.

As part of the Designed to smile initiative once a day we encourage the children to brush their teeth, this is supervised at all times, and for the purposes of

hygiene each child will have their own brush at the Play centre, also the brushes will be housed in our special tooth brush bus.

All staff at the Play centre have been trained by the Cardiff & Vale NHS Trust, Designed to Smile Health Improvement Practitioner, and they visit monthly to

ensure quality practices ensue. If you would like your child to take part in the supervised tooth brushing you are

required to complete the consent form.We endeavour to complete this daily, but please ensure the children brush their

teeth regularly at home.

Last year we completed the first phase, this involved a focus on Nutrition, Oral Health, Physical Activity and Active Play.

Currently our Focus will be Phase 2, which involves Mental and Emotional Health, Wellbeing and Relationships and Workplace Health and Wellbeing.

And the 3rd and final phase involves focusing on the Environment, Safety and Hygiene.

The Healthy and Sustainable Pre-School Scheme has evolved from the successful and well established Welsh Network of Healthy Schools Schemes. It recognises the value of early interventions and aims to provide a structured

framework for pre-school settings and their communities to develop and integrate holistic approaches to health promotion and wellbeing. The Schemes

in Wales are funded by the Welsh Government and managed locally by the Cwm Taf Public Health Team. Settings will be supported by a Specialist Pre-School Practitioner working in partnership with Early Years Providers and the Healthy

Schools Team, and the strategic management of the Scheme will be directed by a multi-agency Steering Group.

We aim to educate children about our responsibilities to look after our Planet, and praise every effort no matter how small, initiatives we have introduced are – Water butt in the garden to preserve water, Compost container to reuse leaves,

plants and weeds. Pingu our paper recycling penguin, Recycling areas inside and outside at the centre, we dispose of these according to the recycling policy of the University, and where possible produce works of art. We also teach the

children about the benefits of Fair trade products.There are areas throughout the forest and university to recycle, and we also

have a food waste scheme with a local farm, to feed their pigs. We have received our Bronze Eco school status and our aim is to continue, with

your help to push this forward, so if you are interested or have any ideas we would be delighted if you can let us know.

Because creative music and dance is invaluable to each child’s development, we provide a variety of opportunity for creative music and dance. The children also have access to a variety of musical instruments, and participate in rhyme time

sessions regularly. Once a week our dance teacher will lead a session, and once a month we have a visit from the Pyjama Drama group.

The manager has completed a Level 3 qualification in Forest school training, to deliver a fun and positive approach to outdoor learning .

“' A Forest School is an innovative educational approach to outdoor play and learning.’

The philosophy of Forest Schools is to encourage and inspire individuals of any age through positive outdoor experiences.

By participating in engaging, motivating and achievable tasks and activities in a woodland environment each participant has an opportunity to develop intrinsic

motivation, sound emotional and social skills. These, through self awareness can be developed to reach personal potential.

Forest Schools has demonstrated success with children of all ages who visit the same local woodlands on a regular basis and through play, who have the

opportunity to learn about the natural environment, how to handle risks and most importantly to use their own initiative to solve problems and co-operate with others. Forest School programmes run throughout the year, for about 36

weeks, going to the woods in all weathers (except for high winds). Children use full sized tools, play, learn boundaries of behaviour; both physical and social,

establish and grow in confidence, self-esteem and become self motivated.Forest Schools will aim to develop: Self Awareness/Self Regulation /Intrinsic motivation /Empathy /Good social communication skills /Independence /A positive mental attitude, self-esteem and confidence.” More information is

available at - www.forestschools.com

We have an all weather policy in which we feel it is imperative for the children to experience quality outdoor play and fresh air during the day. Therefore, parents

are encouraged to provide appropriate clothing for the weather, hats, gloves, coats or jackets & wellies for cold, rainy days. Also, sun lotion, towels and

swimming equipment on sunny days as fun is a high priority with the children’s favorite being the swimming pool. We have a special pod area, these are used

to extend the classroom environment. Housed under the pod are our Schema boxes, these contain a variety of

equipment and materials, which encourage the children explore and experiment with, and freely allows each child to follow their choice of patterned linked

behaviours. Some of these patterns include enclosing and enveloping, transporting, connecting, trajectory and rotation.

(Our outside area is designed to lessen the risk of a serious injury, however when this becomes wet it can stain clothes and shoes, so please ensure suitable

clothing/footwear is provided.)

Within the room we have a Planning wall, this will give you an in-depth insight into the planning for the current term, here you will find our medium

term plans for each of the 7 statutory areas of the Foundation Phase, our routine of the day, our weekly plan, enhanced plan and our continuous

provision sheets, which will ensure the basics are constantly available with planned enhancements to ensure the areas are changed regularly to make

them more challenging and attractive to the children.

Copies of our medium term and short term plans can be viewed on the planning wall in the pre-school room. Individual planning also takes place on a termly basis, whenever staff observe a milestone, observations are written in your

child’s personal profile. There will be another planned session for the over 3’s after the lunch period with

initiatives such as Busy feet, and Adventures in Food land, which are part of the healthy and sustainable pre-school scheme,. At this time we also

implement as mentioned earlier “Tedi Ticw”, and Play to Learn an initiative in accordance with the Sports council Wales, Health Challenge Wales.

We want to encourage you and your family to be fully involved while your child attends the Play centre, so if you have any ideas or suggestions regarding the following theme or if you would like to become involved in some form, do not hesitate to approach us. If you would rather please feel free to place a sticky

note on the Parent board in the room.

If your child misses out on some activities and you wish to have a copy of the weekly planning, in order for you and your child where appropriate to complete

the activities at home, Please feel free to ask a member of staff and a photocopy can be made for yourselves.

The themes for the pre-school room are based around stories or rhymes, this is to give the children an opportunity to understand a story in detail, the

stories this year will be - Amy will plan for the theme Big Red Bath. (Taking care of ourselves)

Helena will plan for the theme Goldilocks and the three bear. (Looking after our Environment)

Lauren will plan for the theme Down in the Jungle (Different environments). Alongside these themes Laura will plan to celebrate a variety of festivals and

important holidays, if you have any special requests, please let us know.

As of September every child will have focused individual plans designed termly, this will ensure that the children's interests are taken into account, and that they take an

active part in their development. Alongside their key workers they will discuss the types of activities that will encourage scaffolding of the 7 foundation phase areas of development. Meeting to discuss these and your child’s general development will be

scheduled termly.

Each child will be given a hanger in the room for their coats; however as space is limited part time children may have to share with others, so please take them home daily. Another hanger will be provided in the bathroom area, you may

wish to provide an extra set of clothes for your child and sun cream and hat in hot weather.

If your child is in nappies or in the process of toilet training please provide nappies, wipes and cream, and a few changes of clothing is essential. A guide to

assist you in potty training can be obtained by talking to your key worker.Your child will be given a personal drawer, here any information you may need, and special presents from your child will be placed, we encourage the children

to use these as a form of communication to one another, so your child may receive a special hand delivered letter from a friend, again please check at the

end of each day.Please could you label all of your child’s personal belongings to enable us to

identify them easily. Please ensure children clothes are suitable for a busy/messy nursery life as

children will have open access to art and craft activities – whilst we try to protect your child’s clothing accidents may happen.

Information regarding your child’s day, how much they ate, what they have achieved etc, is written daily and is displayed on the front of the Pre-school

room door at the end of the day. If you wish to copy this information onto a slip please feel free to do so, on the slips provided.

Our menu board is situated in the foyer with information about what healthy foods we’ve eaten throughout the day.

We discourage the use of bottles at all times, and only use dummies when absolutely essential, eg. Sleep time or when having a cuddle if upset. If possible

do not bring them into nursery.In our bid to provide up to date quality education and care, we will continue the

implementation of the Foundation Phase, and use the Child Development Profile as a scaffolding and assessment tool.

”Children learn through first hand experiential activities with the serious business of “play” providing the vehicle. Through their play children practice and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions

individually, in small and in large groups. First hand experiences allow children to develop an understanding of themselves and the world in which they live. The

development of children’s self image and feelings of self worth and self–esteem are at the core of this phase.”

The above extract was taken from the document (The framework for children’s learning in the foundation phase.) a copy of this document is available to view on the

parent information board in the foyer.The above statement is nothing new to us at the Play centre, as my colleagues and I

have “taught” using this approach for many years, treating each child as an individual, and ensuring the child’s self image, confidence and their learning experiences are

enriched. More information surrounding the foundation phase and how we plan to implement

this can be found in the office. If you would like a copy of the Foundation Phase document, you can contact the Welsh

Assembly Government by the following web address -www.wales.gov.uk

At the end of your child’s experience in the pre-school room, an in-depth personal developmental book will be completed by your child’s key worker. This is a record of your child’s development in the seven statutory areas of Learning in the Foundation

Phase, and will be filled with pictures and observations of your child's time at the Playcentre.

A record form called “On my way.” will be sent to the school or setting your child will be attending, along with a letter giving contact details of the Playcentre, with

an invitation to discuss your child’s development further, if they so wish. We suggest that your child’s individual profile be shared with the school, as this holds valuable

information that will assist your child’s continuous progression. We hope that you feel safe in the knowledge that:-

“We will love, while your child learns”

.To ensure a

sensitiveand

confident transition

from nursery to school

Our adopted ethos - Children Learn What They Live

If children live with criticism, they learn to condemn.

If children live with hostility, they learn to fight. If children live with fear, they learn to be

apprehensive. If children live with pity, they learn to feel sorry

for themselves. If children live with ridicule, they learn to feel shy.

If children live with jealousy, they learn to feel envy.

If children live with shame, they learn to feel guilty.

If children live with encouragement, they learn confidence.

If children live with tolerance, they learn patience.

If children live with praise, they learn appreciation.

If children live with acceptance, they learn to love.

If children live with approval, they learn to like themselves.

If children live with recognition, they learn it is good to have a goal.

If children live with sharing, they learn generosity.

If children live with honesty, they learn truthfulness.

If children live with fairness, they learn justice. If children live with kindness and consideration,

they learn respect. If children live with security, they learn to have faith in themselves and in those about them. If children live with friendliness, they learn the

world is a nice place in which to live.©1998 by Dorothy Law Nolte and Rachel Harris

The poem “Children Learn What They Live” ©Dorothy Law Nolte

Used by permission of Workman Publishing co., New York All Rights Reserved

We operate on a open door policy at all times, If you wish to discuss your child’s development in detail or rearrange your termly meeting, we will endeavour to make a

convenient appointment. Kindest regards, Helena, Amy, Lauren and Laura.

To provide an atmosphere where each child can develop a sense of security, warmth, love, and affection in order that they can feel valued

within an equal environment.

To provide an environment that is bright, secure and interesting,

offering space for activities.

To assist in your child's

personal hygiene and

toileting skills, in conjunction

with home support.

To provide a strong sense of security

based on contentment

and trust

Develop an awareness of the

needs of allliving things.

To encourage independence and a

sense of responsibility.

To provide each child with the time and

opportunity to interact

with his/her peers and

adults.

Promote a positive and fun attitude to learning

To encourage communicationskills through all forms of

artistic expression.

To encourage an understanding andappreciation of the Welsh language and

heritage, and the heritage of other cultures in our society.

To provide a wide range of activities that encourage and enhance active

learning

To provide a soft homely corner with

floor cushions for rest time and for reading

& playing quiet games and activities.

Our aims :-

____________ & Christmas Amy to plan

Goldilocks and the three bear- Helena to Plan

Down in the Jungle Lauren to plan

Sep October November

December

January February

March April May June July

Week 1 – 2nd

CDP

Week 1 – 1st

Week 1 – 4th

Week 1 – 2nd Christmas Plan.

Week 1 – 6th CDP

Week 1 – 3rd

Week 1 – 3rd

Week 1 – 7th

Week 1 - 5th

CDP

Week 1 – 2nd

Week 1 – 7th

Week 2 – 9th CDP

Week 2 – 7th

Week 2 – 11th

Week 2 – 9th Christmas Plan

Week 2

- 13th CDP Tu

Bishvat Day

Week 2 – 10th

Week 2 –

10th

Week 2 & 3

– 14th& 21st Term ends

Week 2 –

12th

Week 2 – 9th

Week 2 –

14th

Week 3 –

16th

Week 3 14th

Week 3 – 18th

Week 3 –

16th Christmas

Hanoukkah Plan

Week 3 –

20th

Week 3 –

17th

Week 3

17th

Week 4- 28th CDP

Week 3 –

19th

Week 3 - 16th

Week 3 –

21st

Week 4 –

23rd

Week 4 – 21st Divali Week

Week 4 – 18th Christmas Plan

Week 4 –

23th Term ends

Week 4 –

27th

Week 4 –

24th Half

term

Week 4 –

24th

Week 4 –

26th Half

term

Week 4 –

23rd

Week 4 –

28th Eid al-

Fitr week

Week 5 – 28th Half term

Halloween

Week 5 – 25th

Christmas Plan

Week 5 –

30th

Week 5 –

31st

Week 5 –

30th

6 Week holidays July 21st & 28th and all August – Laura and Helena to Plan

Welsh Culture Plan Laura to plan – Term 1 – Icons Term 2 -

Main Festival s celebrated this year - Divali – Christmas – Tu Bishvat, Chinese New Year,, Eid al-Fitr, and Tu Bishvat, - for others see Festival wall. Laura to Plan.

Seasonal fruits to taste - Laura to plan - Autumn – Winter – Spring – Summer-

Tropical fruits to taste – Laura to plan- Autumn – Winter – Spring – Summer-

Key - CDP – Child Development Profile assessment.