Parents as partners
We pride ourselves in providing our children with exciting opportunities to stimulate and develop their busy minds whilst ensuring we allow time for our children to communicate and explore ideas. We believe this is the key to supporting and developing children in all areas of their lives and helping them reach their full potential.
At The Corner House Nursery we strive to build positive relationships with parents in order to enhance the learning and development of the children. We are all learners from birth and it is usually our parents who first give us the confidence and motivation to explore the world around us and who continue to keep us learning and stretching the boundaries of our understanding.
Parents are very interested in their children’s progress from baby to child and beyond. Early years practitioners are also very interested in children’s progress. Parents and practitioners thus share a joint interest in, and responsibility for, children’s development and learning. Both parents and practitioners are key to building children’s self-esteem and dispositions to learn, although they bring different perspectives and expertise. Parents are experts on their own child, practitioners are experts on children’s learning and development. Children usually feel more confident and positive about themselves and their learning when parents and practitioners work together in an atmosphere of mutual respect.
- Parents provide a learning environment which is enduring and comprehensive. It begins even before birth, operates beyond the child’s day at the setting and provides continuity as the child transfers from one setting to another.
- Over 70% of children’s lives are spent, not in a setting, but with their family and the wider community. Therefore, home and community must be recognised as significant learning environments in the lives of children.
- All parents can enhance their child’s development and learning.
- Parents have the right to play a central role in making decisions about their child’s care and education at entry level.
- Successful relationships between parents and educators can have long-lasting and beneficial effects on children’s learning and well-being.
- Successful relationships become partnerships when there is a two-way communication and parents and practitioners really listen to each other and value each other’s views and support in achieving the best outcomes for each child.
We have a Parents’ Forum chaired by a Parent Representative, with additional parent reps, a Director and a senior Team Member.
The forum aims to enable parents to:
- Receive information and share your opinion on what happens in the setting
- Enables parents to meet, discuss and share ideas and give feedback to the setting
- Gives parents a voice and enables them to contribute to Corner House decision-making
- Helps develop a partnership between parents and The Corner House
- To involve parents/carers in evaluating the nursery/Corner House and contributing to the plans for improvement and development
- To socialise with other parents and contribute to the wider community
- Organise and make decisions about Corner House events that affect your son/daughter
- To take advantage of volunteering opportunities, learn new skills or try out new experiences
All parents and carers who have a child enrolled at The Corner House are automatically a member of what is called the Parents Forum. As a member you have:
- A right to advice and information about your child’s early years education at The Corner House
- The opportunity to be more involved with what the setting is doing
- The opportunity, along with all the other parents to have your views represented through a Parent Forum at your child’s nursery
- We aim to meet monthly.
Examples of issues that could be discussed also include:
- Early Years development
- Corner House trips and events
- Integrating different ages of children
The Parents Forum representative is Elaine Williams.
A typical agenda includes:
- Items identified by the Director or Manager for discussion
- Items identified by parents for discussion
Prior to the meeting the parent forum representative consults The Corner House parents on a particular issue. The feedback is shared at the meeting and the forum collectively draws conclusions and recommends action to the Manager and Leaders.
We aim to have at least one parent representing each room, to give a range of views across the setting age groups. If you would like to be a parent representative, please inform Sarah Kennedy – Nursery Supervisor or Elaine Williams – Parents Forum Representative firstname.lastname@example.org
What is our aim?
To develop and improve dialogue between parents and the setting.
To continue to make improvements in developing areas and the learning environments which benefit the children’s, personal, social and emotional progress and well-being.
What We Teach
At The Corner House Nursery we follow the Early Years Foundation Stage Curriculum.
It is made up of 7 areas of learning, then broken down into Prime Areas. These are specific areas and the different way the children learn (Characteristics of Learning).
Characteristics of Learning:
Playing and Exploring: children investigate and experience things and ‘have a go’;
Active Learning: children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;
Creating and Thinking Critically: children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
Together with the Prime and Specific areas these comprise the knowledge, skills and experiences that are developmentally appropriate for children from birth to 5 years. Underpinning all areas are the EYFS Principles.
• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
• Understanding the World
• Expressive Arts and Design
Personal, Social and Emotional Development
Involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups, and to have confidence in their own abilities.
This area develops children’s positive sense of themselves. It teaches about having respect for oneself and others, developing social skills and a good attitude to learning. To give children the best opportunities through Positive Relationships, adults form caring relationships with all children. In Enabling Environments opportunities for play and learning are created that help children embrace differences between themselves and others. Learning and Development experiences are planned to promote all round development.
PSED is made up of these aspects:
• Self-Confidence and Self-Awareness
• Managing Feelings and Behaviour
• Making Relationships
Communication & Language
Involves giving children opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.
This area provides children with opportunities for speaking and listening and ignites children’s interest in reading and writing. To give children the best opportunities for developing Communication and Language. Positive Relationships support children to communicate their ideas and thoughts with each other and with adults. Enabling Environments contain signs, symbols, words, songs and notices. They also have books and pictures that take into account interests, backgrounds and cultures.
CL is made up of these aspects:
• Listening and attention
Involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
This area provides opportunities for children to be active and develop their co-ordination, manipulation and movement. It develops understanding of the importance of being physically active and eating healthily. To give children the best opportunities through Positive Relationships children are supported in their understanding of exercise, sleep and eating to promote health. Activities in Enabling Environments both indoors and outdoors encourage energetic physical play. In Learning and Development, snack times promote social skills and the importance of making healthy food choices.
PD is made up of these aspects:
• Moving and Handling
• Health and Self-Care
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest.
LD is made up of these aspects
Involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.
This area supports children’s understanding in different situations by providing opportunities to explore, practise, learn and talk. They practise skills and gain confidence and competence. To give children the best opportunities through Positive Relationships children use mathematical words and ideas in their play. Enabling Environments have resources for counting, calculating and shape available indoors and outdoors. In Learning and Development, stories, songs and imaginative play help with mathematical understanding.
Mathematics is made up of these aspects:
• Shape, Space and Measures
Understanding the World
Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
This area offers children opportunities to explore and observe the environment, living things and objects. To give children the best opportunities through Positive Relationships, parents’ and carers’ knowledge extend children’s experiences of the world. In Enabling Environments, open-ended questions like, “How can we..?” and “What would happen if…?” are used. Learning and Development is based on first-hand experiences to observe, predict, make decisions and discuss.
UW is made up of these aspects:
• People and Communities
• The World
Expressive Arts and Design
Involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. This area supports children’s curiosity and play. They explore and share their thinking, ideas and feelings in music, in art, movement and dance, role play and technology. To give children the best opportunities through Positive Relationships children value their own unique ideas and those of others rather than reproducing those of someone else. Enabling Environments are stimulating and originality and expressiveness are valued. Learning and Development experiences allow children to express themselves through various types of representation.
EAD is made up of these aspects:
• Exploring and Using Media and Materials
• Being Imaginative