Magnolia Tree Day Nursery Welcome Brochure by Sussex Day Nurseries

Nursery Prospectus

Information for Families joining

Magnolia Tree Day Nursery

March 2025

Welcome

Thank you for joining us at Magnolia Tree Day Nursery. It is our privilege to educate and care for each child who comes to our nursery and preschool.

Choosing a nursery is one of the hardest things you do as a parent; we appreciate this difficulty, and our nursery teams certainly do not take their responsibility lightly. We are committed to providing excellent care and education in a friendly, nurturing and inspiring environment. Our team of carers and teachers are motivated, warm and caring people who can relate positively and empathically to children and families.

At our nursery, the journey of learning and discovery is fun, fostering independence, self-confidence, consideration for others and manners. Children learn best when their differences are acknowledged and celebrated, ensuring they feel valued, respected and encouraged, each in their own special and unique way.

We pride ourselves on creating a positive partnership with our families. We understand your needs as a parent or carer and always aim to exceed your expectations. Please ask us about any worries you or your child may have, however small they seem. We are always open to feedback, so if you need more information, please do not hesitate to let us know so that we can keep you informed.

We hope your time with us will be a positive experience, and we look forward to sharing this special journey with you and your child.

Yours Sincerely,

Debbie and George (Nursery Owners)

About Us

Caring for babies and young children since 2007.

The nursery, owned by Debbie and George, both mothers of two, began its journey in 2007 within their home. Initially a registered childminder, Debbie started the nursery when her now-adult son was a baby. After completing university, she aimed to pursue a career in educational psychology but faced challenges finding suitable daycare. To address this, Debbie and her friend established a home nursery blending daycare routines and education with a homely atmosphere. With a small team, they catered to 30 families and quickly amassed a lengthy waiting list. Upon relocating to Brighton in 2009, Debbie became an Early Years Teacher. She advanced to a Level 7 in Educational Leadership and Management while maintaining her Ofsted outstanding childminding status with her partner and assistants.

“I believe I have the best job in the world! Every day, I get to see young children blossoming, and I get to spend time with wonderful and dedicated practitioners. Opening the two-day nurseries in 2017 was a natural progression and my dream. I work really hard to find team members who have similar passion and dedication” Debbie, Owner

In 2017, Debbie and George opened two full-time day nurseries, and more recently, their third nursery was born in 2021! Debbie works full-time as the Managing Director alongside George, who supports the management team as the Human Resources Director. Between them, they offer valuable support to their skilled and dedicated management team. The team gets along well and works together to support the rest of the practitioners and families.

Magnolia Tree Day Nursery is a truly special nursery.

Key Information

Extended Opening

Monday to Friday

7am to 6.15pm, varied session options 51 weeks a year

Attendance Options

Term-Time* 42 Weeks

All Year Around 51 Weeks

Simple Monthly Fee

includes^ meals, snacks, dairy milk, nappies and peripatetic classes.

Weekly Classes

Yoga, music, phonics, sports, dance, sensory

Large garden

Daily play in our large and secure garden

*Term Time Only offered if your child attends 5 days a week

^Included if you choose to pay our optional enrichment fee

Peripatetic Classes

Robot Reg

High-energy classes

which open a world of literacy and teach early phonics (Tuesday PM)

Music Mike

Music Mike needs no introduction in Brighton and Hove. Our favourite musician joins us with his array of percussion and talents! (Thursday PM)

Pro Tot Sports

Through fun games, coach

Michael enhances children's motor skills, balance, and hand-eye coordination, promoting a healthy and active lifestyle. (Weds AM)

Our classes rotate between our nurseries across a 9 week scheudle

Hartbeeps

The children take a different sound journey every week, setting the scene as little Hartbeepers build their story (Friday PM)

Ballet

Your child will enjoy learning ballet steps using props and instruments to discover the joy of movement and expression. (Monday AM)

Spanish

Our little ones dive into the world of Spanish fun during our exciting language sessions. (Tuesday AM)

Education

Providing A Safe And Enriching Learning Environment For Your Child's Care And Development.

At Magnolia Tree, we embrace a holistic approach to early childhood education. This approach encompasses a broad spectrum of educational goals and objectives for children, extending well beyond academic learning to encompass all facets of social and emotional well-being.

Our activities are tailored to meet each child’s needs and aligned with the Early Years Foundations Stage. Developed and implemented by adept educators and Bachelor-qualified teachers, our educational programs address all facets of a child’s growth and development. Our Pedagogy and Educational approaches are founded on:

Your Childs Interests

Children’s learning is enriched when they are fully engaged. Leveraging each child’s unique interests to promote learning through play. By incorporating children’s interests into educational activities, learning becomes not only more captivating but also more meaningful for each individual child.

Family Participation and

Feedback

We believe parents play a crucial role in a child's development.

Encouraging parental involvement, we welcome them to participate in activities at the nursery, share their professions, and provide feedback.

Regular communication with the key person and the nursery manager is encouraged for optimal care and education.

Early years Statutory Framework Child Development methodologies

We adhere to the Early Years Statutory Framework, ensuring our curriculum and practices meet the specified learning and developmental standards. Our programs cover the seven areas of learning, staff receive training to stay updated on best practices, providing highquality care and education.

We provide a childcentered learning environment where experiential play is used for learning. Educators blend different child development theories like Reggio, Montessori, Erikson, and Piaget to support holistic child growth.

Nursery Rooms

Lady Birds

Brightrooms

Both babies and Ladybirds are small and delicate. Both require gentle care and protection to thrive in their environments. Like a baby, a ladybird is curious and gradually exploring its surroundings, discovering new things along the way. Both bring a sense of joy and wonder to those around them with their playful and innocent demeanour. Our Ladybirds room is a gentle, calm environment for babies where they can feel safe and secure by exploring their rooms whilst enjoying learning in our outdoor environment

Qualified long standing nursery team

Individualbaby routines

Ratio: 1:3 Up to 12 babies Up to 2 years old

Nursery Rooms

Bumblebees

Physicalspace andactivity room

Our Bumble Bee Group is rightly names because they are very busy at that age and have a great sense of curiosity and exploration! They both enjoy discovering new things in their environment and are constantly on the move. Both are full of energy and enjoy nature! Our Bumble Bee environment is buzzing with enjoyment, with two rooms full of fun and learning opportunities.

Qualified long standing nursery team

Easily accessibletoilet fortraining

Ratio: 1:5

Up to 20 toddlers across two rooms

Up to 3 years old

Nursery Rooms

Grass Hoppers

BrightandAiry rooms

Grass Hoppers is rightly named because preschoolers and Grasshoppers have boundless energy and curiosity. Constantly on the move, exploring their surroundings and eager to learn new things. Our Preschool is a fun, stimulating environment where children adapt between learning inside and our adventurous garden. A busy routine, with lots of enriching activities to support development, to ensure our Grasshoppers come on leaps and bounds, ready for school.

Qualified long standing nursery team

AArtRoomand ctivitiesRoom

Ratio: 1:8 - 1:13

Up to 32 children

Across 3 rooms

To school age

Room Transitions

A child-led approach to transitions

Our age groups are loosely set depending on the year children transition to school, usually moving to the next group in September. For that reason, the age bands within our groups are very broad, which means that children experience fewer room changes and disruptions during their time with us. This enables them to bond with children they may go to school with and develop long-lasting relationships with their key person, nursery teachers, and carers. From time to time, it may be necessary to move children at different points in the year, for example, if there are fewer children around your child's age or if your child is developing at different rates. In this situation, we will carefully consider the options with you to make the right choice for the child.

Example Age Groups, January 2025

Ladybirds

Babies going to school in 2028 or later

Bumblebees

Toddlers going to school in 2027 or later

Grasshoppers

Children going to school in 2025 and Autumn born 2021

Fewer bTransitions, etterbonds

Our children learn from one another, gaining advantages from being around a diverse age range of peers. They learn from older children and cultivate caring and reciprocal relationships with those younger than them.

Open discussions with the child's parents

Nursery Meals

Deliciously healthy, pescatarian menu

We know the importance of providing children with healthy meals using a selection of fresh ingredients. Children are involved in family-style meals; they learn to set tables, serve themselves, and share social conversations and table etiquette. Most importantly, meal times for all ages are enjoyable and relaxed and encourage children to come together and learn how to be part of a group, which teaches them valuable skills. All staff are basic Food

Hygiene trained. If you choose to pay our enrichment fee, our pescatarian menu is displayed in our reception area. We do not serve meat in any of our meals or snacks. You will be notified through the parent app what your child has eaten and, for our younger children, you will receive a rough guide of how much. Children are encouraged to eat what we provide them. If a child is struggling to eat our meals, we will work with you to offer suitable alternatives, however, it is not possible for us to provide a completely different meal.

Nutritiousmeals freshlycooked onsite

Example Menu

Breakfast

Porridge served with berries and various fruits

Snacks

AM: Varied Fruits

PM: Varied Vegetables

Lunch

Chickpea and Cauliflower Korma with Rice and Naan

Tea

Soft Cheese and Cucumber Sandwich served with tomatoes

Many children who start with us as fussy eaters end up loving our varied meals! Many parents can not believe how we can get their children to eat so many veges!

Nursery Routine

A typical day at our nursery

7am until 1030am

These routines are crafted to provide consistent, high-quality education that nurtures your child’s learning, development, and sense of self. Here we outline an example of what a day may look like for your child, actual routines vary from room to room.

A nutritious breakfast is provided before 8:30 am to kickstart the day Breakfast

Settling into the day

Upon arrival at our nursery, parents and children are greeted by our educators who assist in each child’s transition into the day. Play holds significant value in our mornings as children interact with educators and participate in free play during pod time before the morning snack. Engaging in free play supports the development of various skills and plays a crucial role in fostering holistic growth. Our educators promote free play and dedicate specific time blocks throughout the day for children to independently explore self-driven play.

Snack Time

After time is spent fostering relationships and engaging free-play, we come together for a nutritious morning snack to fuel us for the day ahead. A fresh fruit snack is provided, offering older children the opportunity to take part in preparing their own chosen item by chopping and peeling. Children gather during snack time, accompanied by their key person, allowing the group to share thoughts and reflect on the morning activities so far.

Nursery Routine

Late Morning

Following the morning snack, our focus transitions to shared learning and exploration. Children partake in group learning sessions that contribute to their sense of belonging, covering educational themes like wildlife, nutrition, and sustainability. Children are then encouraged to engage in a variety of captivating, interest-driven activities aimed at enhancing individual development. These activities, thoughtfully curated by our experienced educators, encompass creative arts, storytelling, music, movement, science, mathematics, and an array of enriching experiences.

Middle of the day

Independent and group play

Time for some rejuvenation

Following lunch, children engage in a period of rest. After an engaging and active morning, this rest time provides crucial opportunities for physical rejuvenation and emotional relaxation. While older children typically rest after their meal, the timing of rest for younger children and babies is tailored to meet their individual needs. rest may include a nap, or some meditation time, depending on the individual routine of the children.

Nursery Routine

Afternoon - a new opportunity to learn and connect

After waking up from their nap or completing their rest, children are greeted with engaging new activities to spark their curiosity. The afternoon serves as a gradual transition back into the realms of learning and play. Educators introduce fresh educational tasks that typically build upon the morning's lessons, fostering a sense of learning continuity. Before delving into child-directed play, there's an allotted period for a shared afternoon snack, usually consisting of vegetables, such as green beans and hummus, and a rice cake or similar. During child-driven play sessions, children receive guidance in navigating their social and physical surroundings, enabling them to explore and construct their understanding of the world while interacting with peers.

Plenty of garden time each day

When the day is almost over

As the day nears its conclusion, children are presented with the chance to engage in structured or spontaneous activities. We aim to optimise every moment, so the late afternoon is also brimming with music, dance, storytelling, outdoor adventures, and various other pursuits.

Time for tea

For those remaining after 5:15 pm, a communal tea is held. This period is specifically dedicated to nurturing emotional awareness and resilience as we collectively reflect on our shared experiences throughout the day.

Nursery Communication

Involving the parents and carers at every step

We have invested in a fabulous Nursery communication software. Once you are registered, you will receive a login. Once your little one starts with us we will send you updates.

We value you, first and foremost, as your child's primary caregiver. Our top priority is working collaboratively with you to ensure the best possible care for your child. We understand the importance of your role in shaping their future, and we are here to support you every step of the way. By working hand in hand, we can create a nurturing and enriching environment where your child can thrive and grow. Together, we can make a positive and lasting impact on your child's life.

Access this and more through our app

cParent-Nursery ommunication iskey

Finance

View invoices and payments

Photos

Daily photos of activities in your childs room

Nutrition

Check what your child has eaten and how much

Reflections

Share the special developmental milestones

When your child is ready to leave and go off to school, you can download a full journal, for a special keepsake of their early years

A wide range of session choices for family convenience

Convenient times

Full day sessions: 8am-6pm or 8.15am-4.45pm*

Half day sessions: 8am-1pm or 1pm- 6pm

Attendance Options

Term-Time 42 Weeks*

All Year Around 51 Weeks

Ad-Hoc Sessions

Additional sessions can be requested for those unexpected childcare difficulties

Fees and Invoicing

Monthly Fee Calculations

We operate a variable invoice structure, where you will pay for the the contracted sessions falling within that month. Your invoices will be sent to you on or around the 15th of each month and will provide you with a full breakdown of your upcoming sessions and how your funding has been applied.

Bank Holidays

We do not charge you for bank holidays. Funded sessions on Bank Holidays can not be replaced or credited.

Invoices and payments

We accept payments via childcare vouchers, tax-free childcare, bursaries, childcare grants, enjoy benefits nursery schemes, and standing orders. We issue invoices mid-month, which must be paid by the 27th of the same month for attendance the following calendar month.

Deposit and Registration Fees

Upon registration, a deposit of £200 and a Registration fee of £35 is required to secure your place. The deposit is non refundable if you decide not to take up the place at a later date. The deposit is refunded on your final invoice, providing all terms are adhered to.

Sibling discounts

Up to 8% applied to the eldest child

Break in care

Access one, one-month break in care every 18-month period

If you attend funded only sessions, your deposit is refunded within 40 days of you starting at the nursery. You will also not be required to pay a registration fee.

Early Years Free Entitlement (EYFE)

Use up to 10 free hours a day

What funding is available to families in Brighton & Hove?

Many families are entitled to 15 or 30 hours of free childcare for up to 38 weeks of the year. This equates to 570 or 1140 per year per child. Both working families and disadvantaged families could be eligible.

Is your child 3 and Over?

All 3-year-olds are eligible for 570 hours a year. You do not need to apply for the 15-hour funding. If eligible, you could claim up to 1140 hours a year extended funding.

Scan the QR code to check your eligibility for 30 hours

Do you work, and is your child aged between 9 months and 3 years old?

You may be eligible for 570 hours a year. To check your eligibility, use the QR code.

If you do not work and have a two-year-old

You may be eligible for 570 hours a year through Brighton and Hove City Council. Scan the QR code below to apply

Funding across the year

A range of funding options

15-Hour Funding at Magnolia Tree

The 15-hour funding is offered at Magnolia Tree Day Nursery with year-round or term-time attendance. You are entitled to a total of 570 free hours per year. We are open 51 weeks a year, so your funding is stretched over those 51 weeks, giving you 11 hours a week free. Your funding can be used over our 42-week term-time option, subject to availability, giving you 13.5 hours free a week when you attend 35 hours a week or more.

30-Hour Funding at Magnolia Tree

The 30-hour funding is offered at Magnolia Tree Day Nursery with year-round or term-time attendance.You are entitled to a total of 1140 hours per year. We are open 51 weeks a year, so your funding is stretched over those 51 weeks, giving you 22 hours a week free. Your funding can be used over our 42-week term-time option, giving you 27 hours free a week when you book 4 or more 8 am to 6 pm sessions.

Financial Support

Tax Free Childcare

Help while you study

Childcare Vouchers

Enjoy Benefits Workplace

Nursery Scheme

Tax Credits

Brighton and Hove 2year-old if you ’ re on some benefits

Talk to us if you ’ re struggling to afford your childcare costs.

Preparing to start nursery

What to bring to nursery

We suggest families have a specific nursery bag to prevent prohibited items from accidentally being left in the bag. Parents must provide these items in a small child-sized rucksack, no bigger than an A4 piece of paper. The outside of the bag should display the child’s full name clearly. When coming to nursery, your child should wear comfortable clothing that is washable but ideally not your favourite outfit because we all like to get messy! We provide protective clothing for the children when they engage in messy activities, but children have a tendency to remove them or, occasionally, refuse to wear an overall altogether.

What to bring to nursery

We supply nappies, if you would prefer a specific brand, please supply those

Please supply your child with a labelled bottle of suncream between March and September and ensure that you apply before nursery each day

Bed sheets and blankets are sent home weekly for washing. Please write your child’s name across the middle of the sheet and clearly on the blanket and supply them in a separate named tote bag each week

Any medications, nappy creams, suncream, formula or milk, must be supplied to us in their original packaging which should be written in English

If you choose not to pay our enrichment fee you may need to provide additional items as outlined in our Fee and Funding policy.

The items highlighted in pink can be left at the nursery. We will let you know when they are running low or when they are going out of date

Dropping off & picking up

Arrival at nursery

We welcome parents into our nursery at drop-off times before 9 am. This is the ideal opportunity to settle your child into the day and to pass over any important information to your room team. On arrival, pop your pushchair down the side of the building and bring your child inside, where your room team will greet you. After settling your child inside, you can return to your buggy, fold it, and pop it into storage. We kindly ask that parents not congregate inside the nursery building so that the hallways and drop-off zones are not crowded.

Picking up from nursery

Our room team will begin to prepare your child to leave as your arrival time nears; this routine supports the transition from nursery to home. If you will be early for collection, please feel free to let us know by message or phone call. On arrival at the nursery, if you have a pushchair, and a younger baby, we suggest popping up the pushchair before coming inside. This will make life a little easier for you. We welcome parents in to pick up their children. The timings of this will depend on your room, age group, and how busy the collection time is. If you are not invited in at pick up time, we will bring your little one to the door for you.

Bringing a pushchair

Our nursery has a convenient pushchair storage area. We strongly encourage using umbrellafolded pushchairs to provide maximum space for all parents. Our storage facilities are available on a first-come, first-served basis. Once they are full, you must take your pushchair away with you. We can not accommodate pushchairs on our paths, pavements, or elsewhere except in the cupboards and shelves because they will block access and emergency exits. If you choose to leave your umbrella folding pushchair, you will need to make sure that it is empty of any contents before you leave it.

In all circumstances, we can not accept any responsibility for your pushchair.

Nursery Policies

Available on request

As a professional nursery, we provide a detailed list of nursery policies. Please refer to the following pages for our key policies. If you require any additional policies, feel free to contact your Nursery Manager for assistance.

Positive behaviour

English as an additional language

Sickness and Medication

Special Educational Needs

Positive Behaviour

Strategies for promoting positive behaviour

Our nursery has a positive approach to behaviour management. Our team work hard to embed routines and boundaries in each age group with fun and care. By embedding boundaries and routines early, children understand and enjoy following the “golden rules” and the group effort and participation in the process.

Aim:Toprovideanenvironment wherechildren’svaryingstages ofdevelopmentarefully recognisedandacknowledged bystaff,wherethereis acceptablebehaviourand wherechildrenlearntorespect themselves,otherpeopleand theirenvironment.

We acknowledge considerate behaviour such as kindness and willingness to share through praise which focuses on the process, such as ‘you really took time to listen to what your friends wanted’.

We support each child in developing self-esteem, confidence and competence by allowing them to be individuals and affirming their choices. We support each child in creating a sense of belonging in our group so that they feel valued and welcome by discussing everyone‘s feelings and differences in a child-friendly and age-appropriate manner. We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour by focusing on the positive situation and comforting the victim where there has been one.

When children behave inconsiderately, we help them understand the outcomes of their actions and support them in learning how to cope more appropriately. We never send children out of the room by themselves, nor do we use a ‘naughty chair’.

We never use physical punishment, such as smacking or shaking. Children are never threatened with these. We do not use techniques intended to humiliate individual children. We may use physical intervention, such as holding, only to prevent physical injury to children (either themselves or others) or adults and/or serious damage to property.

We do not routinely use extrinsic rewards which reward the outcome, such as stickers, as these methods of reward purely focus on the outcome and can be short-lasting in effectiveness. Instead, we focus on praising the process with an intrinsic reward which provides a long-lasting and fulfilling sense of achievement, well-being and cautious satisfaction. For example, practitioners praise and reward efforts (regardless of outcome) through allowing children to make choices and by helping them to recognise their achievement. ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns, and we have 2, 3 and 5-minute timers so that children can independently monitor their turn taking.

Method

Strategies for promoting positive behaviour

All staff are responsible for issues concerning behaviour. Professional development ensures staff have up-to-date knowledge of handling children's behaviour by:

Accessing relevant sources of expertise on handling children's behaviour.

Ensuring that all staff have relevant in-and-out-of-house training on handling children's behaviour, of which a record of staff attendance is kept.

Seeking further advice from outside agencies.

We:

Praise children for good behaviour by regularly focusing on the process rather than the child or product model good behaviour by treating children and adults around us with respect provide interesting and stimulating activities within a child-friendly environment, thus preventing children from becoming bored and irritable.

Observe children closely and use our planning to provide for their individual needs/interests.

Recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respectthose used by members of the nursery.

Require all staff, volunteers and students to be positive models of behaviour by treating children, parents and one another with friendliness, care and courtesy.

Familiarise new staff and volunteers with the nursery's behaviour policy and its guidance for behaviour management.

We expect all members of our nursery - children, parents, staff, volunteers and students to adhere to our policy ensuring a consistent approach.

We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by their key person. We work with parents to address recurring negative behaviour, using our observation records to help us understand the cause and to decide jointly how to respond appropriately.

We use group time and social situations to discuss with children things we need to remember; language is positive and puts the accent on ‘we need to remember to:.........’ (positive) and not ‘We mustn’t’ (negative).

Behaviour for under 3s

An age appropriate approach

When children under three behave inconsiderately, we recognise that strategies for supporting them must be developmentally appropriate and differ from those for older children. We recognise that very young children cannot regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this.

Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.

If tantrums, biting, or fighting are frequent, we try to find out the underlying cause – such as a change or upheaval at home, a missing parent, family member, or frequent change of carer. Sometimes a child has not settled in well and the behaviour may be the result of ‘separation anxiety’. We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security. We also meet with the family to identify a consistent approach that can be implemented at home and at nursery.

Biting

Many children go through a stage of biting other children and staff. We know this is an emotive subject, and when this occurs, particularly if a child bites regularly, the following procedure will be followed:

1. The victim will be comforted by their key person, and any required medical treatment will be given.

2. Once the victim has been comforted, the key person will talk to the biter and, in a manner appropriate to the child’s age, will explain why the behaviour was unacceptable. The discussion will focus on the effects of the biting on the other child. For example, “your friend x is feeling quite sad because you bit them”.

Then, we will encourage them to say sorry or give them a cuddle if more appropriate for their age. The child will not be shouted at, and only one member of staff, preferably the child’s key person, will deal with this.

3. If biting continues, a development support plan will be implemented. A meeting will occur with you to ensure the support is collaborative and consistent.

Parents of both children will be informed. In line with data protection and confidentiality laws, neither child’s name will be given to the other parent.

This Nursery World article can provide some reassurance for both the biter and the victim’s family www.nurseryworld.co.uk/nursery-world/ news/1082031/parents-guidebiting

English as an additional Language

We believe that language learning is most successful for both EAL speakers and early bilingual learners when:

language is taught within the context of the EYFS curriculum oral language is central to all curriculum work.

the informed contribution of parents to their children’s education is seen as vital to the children’s progress we recognise the child’s mother tongue – this doesn’t mean they have ‘no’ language; they have a different language/s;

we make your classroom socially and intellectually inclusive, valuing cultural differences and fostering a range of individual identities;

we boost the pupils’ self-esteem – by remembering, they have the potential to become bilingual adults, but it takes time to become fluent in an additional language, with a good command of the range of language needed for academic success

we Identify pupils’ strengths

pupils from other language backgrounds have a wide variety of cultural, linguistic and educational experiences; see the cultural differences brought by the pupil to the class as a bonus and use this in your teaching

we have high expectations – expect pupils to contribute and to give you more than one-word answers

we understand most bilingual pupils are capable of high achievement, even when they are beginners in English the literacy goals in English are the same for all pupils; many bilingual pupils will also become literate in one or more other languages

the process of becoming literate in either a first or an additional language has both similarities and differences –knowledge of the particular features of the child’s mother tongue can help

we ensure that EAL pupils are set appropriate and challenging learning objectives recognise that EAL pupils need more time to process answers

Sickness & Medication

Keeping all children and staff healthy

We must consider the needs of all children in our care. Therefore, we ask that you not bring your child to nursery if they are unwell. Poor children can be better cared for in the comfort of their own homes

If your child has had a high temperature, diarrhoea or has vomited in the last 48 hours, we will not be able to look after them, and we ask you to keep your child at home until they have been well for 48 hours to help minimise the spreading of this to other children. The 48 hours start from the last bowel movement or temperature.

A high temperature is any temperature of 38C and over. Your child must not attend the nursery if they have had Calpol within the last 12 hours or if they have had a temperature of 37.9C or more in the last 48 hours.

If your child appears unwell or develops a temperature of 37.9C or above while in our care, we will call you right away and ask that you collect them within 30 minutes. We will reassure your child and make them comfortable until you arrive. The parent must ensure that someone can collect the child within 30 minutes; if they cannot collect the child themselves, they must have a local contact who can collect the child within 30 minutes.

Medication

If your child requires medication at the nursery, you must complete a medication form.

We are only able to administer the following:

Medicines prescribed by a doctor (with a chemist label attached stating the child’s name) except for infant paracetamol, as detailed below.

Antibiotics, however, can only be administered at the nursery 48 hours after the initial dose. Your child will need to remain at home during the first 48 hours.

Teething and Injury: Children’s paracetamol suspension for pain relief if the child is under two years old and is teething or Any age child, if they have an injury. (Head injuries are not included).

We require all medication dosages and labels to be written in English. We are unable to administer medication where the dosage instructions are in any other language. This is to ensure that we are giving your child the correct dosage. When supplying us with medicine, please ensure that the bottle is clearly labelled with your child’s name and date of birth. Please be careful not to write over/cover the dosage guidance. Please ensure that you hand the bottle to the member of staff greeting your child. Please DO NOT leave it in their bag

Fevers

Children may not attend nursery if they have a temperature of 37.9C or above. If the child develops a fever at nursery, we will administer paracetamol with the parent's permission, and if the parent is on their way to collect the child. Children cannot return to the nursery for 48 hours after the last temperature spike. If your child has a low-grade fever of 37.5 to 37.8, we kindly ask you to consider if your child is well enough to be in nursery.

Sickness & Medication

Adrenaline Auto-Injectors and Asthma Inhalers

Parents should supply at least one pen or inhaler to be stored at the nursery. It should be stored in a named Medipac or container (Supplied by the parent) containing a photo of the child, their full name and date of birth on the outside. The items should be signed in and recorded as per the medication policy. Parents will be notified immediately if these medicines have had to be administered.

Children with Auto-Injectors at nursery should have an “individual child allergy action plan”.

Rashes

If a child develops a mysterious rash at nursery, we will aim for the child to stay in the nursery until the end of their session. We will ask you to collect the child if the rash appears quickly, the number of spots increases rapidly, or if the spots are present in two or more areas of their body. In any case of a mysterious rash, after leaving the nursery, the rash must be checked by a medical professional before they return; if the rash disappears before their next session, the child may return. If a minor rash is found at the nursery, we will call you so that you can decide on whether to collect them immediately, so that you can arrange a medical appointment, or wait until the end of their session.

Public Health Agency ENGLAND (HSC) Incubation Periods

Sickness & Medication

Public Health Agency ENGLAND (HSC) Incubation

Periods continued

When our exclusions differ

In some circumstances, our exclusions may differ from those listed. This may happen if a child appears too unwell to be cared for at nursery and when they would be better cared for at home. It could also occur for conditions such as conjunctivitis. Conjunctivitis is highly contagious and can easily be spread by children. Therefore, we ask for gloopy/sticky eyes to be treated, and children may return when their eyes are running clear. We kindly ask that you respect the decision of our team when it comes to excluding due to illness.