Nursery Prospectus
Information for Families joining
Hassocks Day Nursery
March 2025
Welcome
Thank you for joining us at Hassocks 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 empathetically to children and families.
At Hassocks Day Nursery, the journey of learning and discovery is fun, fostering independence, selfconfidence, 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 o 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 at nursery will be a positive experience, and we look forward to sharing this special journey with you and your child.
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 fulltime day nurseries, and more recently, their third nursery was born in 2021 and their fourth in 2024! 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
Key Information
Opening
Monday to Friday
8am to 6pm, varied session options
51 weeks a year
Attendance Options
51 weeks a year
All-Inclusive fees
Weekly Classes
Yoga, music, phonics, sports, dance, languages
Large outdoor garden
Daily play in our large and secure garden
*Included if you choose to pay our optional enrichment
Peripatetic Classes
Our classes rotate between our nurseries across a regular schedule
Robot Reg
High-energy classes which open a world of literacy and teach early phonics.
Baby Ballet
Your child will enjoy learning ballet steps using props and instruments to discover the joy of movement and expression.
Music with Mike
Music Mike needs no introduction.
Our favourite musician joins us with his array of percussion and talents!
Bendy Bubs
Yoga inspired music, stories, games and relaxation.
Pro Tot Sports
Through fun games, Coach Michael enhances children's motor skills, balance, and hand-eye coordination, promoting a healthy and active lifestyle.
Classes may change from time to time. Please ask the Manager for an up to date schedule
Education
Providing A Safe And Enriching Learning Environment For Your Child's Care And Development.
At Hassocks Day Nursery 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, learni becomes not on captivating but meaningful for e 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
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
We provide a childcentered learning environment where experiential play is used for learning. Educators blend different child development theories like ntessori, d Piaget to listic child
Our Curriculum
What children will learn whilst they are here.
Our overall curriculum aims that support and underpin our activities and everyday practice are:
Freedom to make their own choices
Child centered curriculum
Our environment allows children the freedom to make choices and be an advocate of their own learning.
At Hassocks Day Nursery our curriculum is focused and centred around the individual child. We aim to embrace the interests of the children and be responsive to their curiosity and thinking.
Practitioners as facilitators to children’s learning
Practitioners are facilitators to children’s learning. Their role is to observe, support and extend learning, offer meaningful opportunities and experiences whilst listening to the child and leaning in to their interests.
Exploration and appreciation of the natural wold
We hold high value towards the natural environment. Children are given the opportunity to explore, appreciate and understand the natural world, take and manage risks and ultimately develop a love for the outdoors.
To help meet these aims our curriculum is split into three core areas:
Our Curriculum
The 3 core areas of our curriculum: Grow Explore
You have a voice
To confidently communicate needs, interests, thoughts and ideas
Be an active contributor within my classroom
Show an appreciation for the voice of others
Your physical potential is limitless
Knowledge of own body and what shapes a healthy lifestyle
Enjoying being physically active
Using a variety of tools to develop muscle and growth
Have a strong sense of self and wellbeing
Be a kind and caring member of the community
Be able to recognise an range of emotions
Being responsible and with my own self-care
Embrace a love of the outdoors
Understand growth, change and the effects in the environment
Be able to follow and understand boundaries when out and about
Be able to initiate and lead own learning with open ended resources
An appreciation of your senses
To use your senses to widen opportunities and curiosity about the world around us
To be open to experience a variety of textures, materials and senses
Understand how to use our senses to support self regulation
Be an advocate for your own learning
Taking and managing risk
Taking on challenges, new experiences and be proud of accomplishments
Be a reflective learner
Achieve
Develop a love of literatures
Enjoy listening to, reading and retelling stories, songs and rhymes
Embrace and explore real life experiences
Express ourselves through a range of media
Understand you are part of a wider world
Join in with and embrace other cultures and beliefs
Know what is important to us, our family and what makes us unique
How I can make a difference in the world
Experience your creative potential
Use a variety of resources to create and explore
Engage independently on imaginative play in a range of contexts
Being independent in accessing opportunities within a range of environments
Nursery Rooms
Ladybirds
Our Ladybirds room is a gentle, calm environment for babies, where they can feel safe and secure exploring their rooms and learning in our outdoor environment.
Comfysleep spaces
Qualified, experienced nursery team
Individualbaby routines
Ratio: 1:3
Up to 9 babies
Up to 1.5 years old
Nursery Rooms
Butterflies
child-led setup
For toddlers, we provide stimulating environments for learning and exploration which enables them to engage in imaginative play, exploring their creativity and social interactions.
Qualified, experienced nursery team
Easily ccessibletoilet fortraining
Ratio: 1:3 under 2
Ratio: 1:5 over 2
Nursery Rooms
Preschool Bumblebees & Grasshoppers
Our preschool environment is buzzing with enjoyment and learning enabling the children to engage more with peers, learn to share, cooperate and interact socially as they play and communicate. Our enriching activities support their development to ensure they come on leaps and bounds, ready for school.
Qualified, experienced nursery team
Easily accessible toilets
Ratio: 1:5 for 2yr olds
Ratio: 1:8 for 3 and over
Up to 20 children
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
Babies g school or la
Babies going to school in 2027 or later
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 ationships with those ounger 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 and we have an on-site chef preparing all our meals and snacks. Our pescatarian menu is displayed in our reception area. We don’t serve meat in any of our meals or snacks. You will be notified through Tapestry what your child has eaten and, for younger children, a guide of how much. If you choose to pay our enrichment fee, children are encouraged to eat what we provide however if they are struggling to eat our meals, we will work with you to offer suitable alternatives. It is not possible for us to provide a completely different meal.
Example Menu
Nutritiousmeals freshlycooked onsite
Breakf
Porridge se with berrie various fr
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
8am 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 8.30am 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 i f i l i hi d i f l e together for a nutritious m ed, offering older children th ping and peeling. Children g he group to share thoughts a
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
We emphasise the significance of respectful mealtimes as a fundamental component of our routine. Our communal meals follow a family-style approach, fostering connections between educators and children who share thoughts and ideas. Mealtimes also serve as an environment for older children to practice self-sufficiency skills. Children are gently encouraged to independently serve and feed themselves, with educators offering guidance when needed.
Tim f j ti
Follo morning, this rest xation. While olde and babies is tailo itation time, depe
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.
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.
y dedicated to n our shared
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
When your child is ready to leave and go off to school, you can download a full nal, for a l keepsake heir early years
Sessions and Fees
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
Ad-Hoc Sessions
Additional sessions can be requested for those unexpected childcare difficulties
Fee Information
Monthly Invoices
Your monthly invoices will be sent to you on or around the 15th of each month. Your invoice 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
Uponregistration,adepositof£200andaRegistrationfeeof £35isrequiredtosecureyourplace.Thedepositisnon refundableifyoudecidenottotakeuptheplaceatalater date.Thedepositisrefundedonyourfinalinvoice,providin alltermsareadheredto.
Ifyouattendfundedonlysessions,yourdepositisrefunde within40daysofyoustartingatthenurseryandyouwillno berequiredtopayaregistrationfee.
Sibling Discounts
Up to 8%, applied to the oldest child
Break in Care
Access one-month break in care every 18 months
Early Years Free Entitlement (EYFE)
What funding is available to families?
Use up to 10 free hours a day
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? Do you work, and is your child aged between 9 months and 3 years old?
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 eligibility for 30 ho
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 West Sussex County Council. Scan the QR code to apply.
Funding across the year
A range of funding options
15-Hour Funding at Hassocks Day Nursery
The 15-hour funding is offered at Hassocks Day Nursery with year-round, 51-week attendance.
You are entitled to 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.
30-Hour Funding at Hassocks Day Nursery
The 30-hour funding is offered at Hassocks Day Nursery with year-round 51 week 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.
Sessions with Funding
The government offer Early Years Funding on a 38-week term time-only basis. We stretch the entitlement to offer your free hours over 51 weeks. Please note some sessions are only available with funding if attending for 5 days a week.
8am to 6pm
Available with funding all year round? Yes, 15 and 30 hr
8.15am to 4.45pm
5 Hour choose AM/PM
5 days only
15 and 30 hrs
Based on all year round attendance, 8am to 6pm sessions, this is how the free hours are added to your booking
Financial Support
Tax Free Childcare
Help while you study
Childcare Vouchers
Enjoy Benefits Workplace
Nursery Scheme
Tax Credits
West Sussex 2-year-old i 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
in sealed and named
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.
items highlighted in pink can be t at the nursery. We will let you w when they are running low or hen they are going out of date
Dropping off & picking up
Arrival at nursery
We welcome parents into our nursery at drop-off times before 8.45am. This is the ideal opportunity to settle your child into the day and pass over any important information to your room team. On arrival, come to the main nursery entrance. If you are arriving before 9am the door will be unlocked; if you are arriving after 9am you will need to ring the buzzer. 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. Thi will make life a little easier for you. Please ring the bell, we w bring your little one to the door for you. If you would like a detailed handover at pick-up time, please arrive before 5.45p All children and parents must leave the building by 6pm, sha We kindly ask that parents not congregate inside the nurser building so that the hallways and drop-off zones are not crowded.
Bringing a pushchair and parking
Our nursery has ample parking for parents. Parents can park on-site between 8am and 6pm should you wish to drop you child at the nursery and head to the train station. We do not have storage for pushchairs at the nursery, so parents are encouraged to leave their pushchair in the car.
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
Sickness and Medication
English as a Special Edu
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 fulfilli f hi t ll b i d ti ti f ti F le, practitioners praise and reward efforts (regardless to recognise their achievement. ensure that there hat children are meaningfully occupied without the n 2, 3 and 5minute timers so that children can in
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 partne hi ith hild ' t P t l l i f d b t th i hildren's behaviour by their key person. We work with par o help us understand the cause and to decide jointly h
We use group tim anguage is positive and puts the accent on ‘we nee
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. Th effects of the biting on the other ch feeling quite sad because you bit th
Then, we will encourage them to say more appropriate for their age. The only one member of staff, preferabl 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 /parents-guide-
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 paracetamol or ibuprofen within the last 12 hours or if they have had a temperature of 37.9C or more in the last 48 hours. Temperatures can raise quickly.
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: C if the child is under two years
Any age child, if th 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 ever at nursery, we will administer rmission, and if the parent is on their cannot return to the nursery for 48 spike. If your child has a low-grade you to consider if your child is well
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.
Immunisations
ve chosen not to vacinate your ease inform us as we may a personal sickness policy to ur child and others safe.
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 erences –knowledge of the particu
we ensure that EAL pupils recognise that EAL pupils
Beacon Ground, Brighton Road, BN6 9LY
01273 087065
office@hassocksdaynurseryandpreschool.co.uk
www.hassocksdaynurseryandpreschool.co.uk