Mortimer Hall Pre-school

Mortimer Hall, Oxford Road, Old Marston, Oxford OX3 0PH

Telephone 07818 236348 or 01865 604208

Prospectus
Revised September 2016

Member of the Pre-school Learning Alliance

Ofsted Registered No. 496790

Registered Charity No. 1161534

General information

Mortimer Hall Pre-school

Mortimer Hall
Oxford Road
Old Marston
OX3 0PH
Telephone: 07818236348 or 01865 604208
E-mail: mortimerhallps@yahoo.co.uk
Website http://www.mortimerhallpreschool.com
Facebook https://www.facebook.com/mortimerhallpreschool
Mortimer Hall Pre-school is a registered charity number 1161534
Ofsted Registration number 496790
(Ofsted Registration Certificate displayed on the notice board.)
Opening Times
During the school term
Monday to Friday 9.00am to 12 noon
Monday to Thursday 12 noon to 3pm
Parents can request morning sessions, afternoon sessions
or
two sessions per day (Monday to Thursday)
Children are normally offered a place after the age of 2 years
(depending on availability)
(Children who have a place at St Nicholas School Foundations Stage can be walked to and
from the school. Please ask for further details.)

Closure due to weather conditions (i.e. snow)

If the pre-school is closed due to adverse weather conditions we display a notice on our News and
Notifications page on our website and on our Facebook page. Also, we will inform local radio stations
(Jack FM, Heart Radio and Radio Oxford). Or you can telephone the pre-school after 7.30am on either
07818 236 348 or 07759 484 952.

INDEX
Approach to Learning, Development & Assessment

Aims of the pre-school

Childrens Development & Learning

Clothing

13

Collecting Children

13

Consent for photographs, videos & observation

21

Committee Members

23

Fees

22

General Information

How parents take part in the pre-school

11

Key Person and your child

12

Making a Complaint

16

Management of the pre-school

14

Policies

15

Records of Achievement

Role of the Key Person & Settling In

19

Safeguarding Children

14

Salary Sacrifice

22

Session

12

Snacks

13

Special Needs

14

Staff Details

Starting at pre-school

14

Term Dates

23

Website, newsletters, notice boards

22

Working in Partnership with schools & Childrens Centre

24

Working Tax Credits

22
3

Copies of all policies, staff details, Ofsted reports, committee minutes, insurance details
plus many other documents are available for all to read. Please ask a member of staff or
committee member for the relevant folder.
Our pre-school aims to:

provide high quality care and education for children below statutory school age;

work in partnership with parents to help children to learn and develop;

add to the life and well-being of the local community; and

offer children and their parents a service that promotes equality and values diversity.

Parents
Parents are regarded as members of our setting who have full participatory rights. These include a right
to be:

valued and respected;

kept informed;

consulted;

involved; and

included at all levels.

*As a community based, voluntary managed pre-school, we also depend on the good will of parents
and their involvement to keep going. Membership of the setting carries expectations on parents for their
support and commitment.
Children's development and learning
We aim to ensure that each child:

is in a safe and stimulating environment;

is given generous care and attention, because of our ratio of qualified staff to children, as well as
volunteer parent helpers;

has the chance to join in with other children and adults to live, play, work and learn together;

is helped to take forward her/his learning and development by being helped to build on what she/he
already knows and can do;

has a personal key person who makes sure each child makes satisfying progress;

is in a setting that sees parents as partners in helping each child to learn and develop; and

is in a setting in which parents help to shape the service it offers.

The Early Years Foundation Stage
The provision for children's development and learning is guided by the Early Years Foundation Stage
(DfE 2014). Our provision reflects the four overarching principles of the Statutory Framework for the
Early Years Foundation Stage.

A Unique Child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self
assured.

Positive Relationships

Children learn to be strong and independent through positive relationships.

Enabling Environments

Children learn and develop well in enabling environments in which their experiences respond to their
individual needs and there is a strong partnership between practitioners, parents and carers.

Learning and Development

Children develop and learn in different ways and at different rates. The framework covers the education
and care of all children in early years provision including children with special educational needs and
disabilities.

How we provide for development and learning

Children start to learn about the world around them from the moment they are born. The care and
education offered by our setting helps children to continue to do this by providing all of the children with
interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:

Prime Areas

Personal, social and emotional development.

Physical development.

Communication and language.

Specific Areas

Literacy.

Mathematics.

Understanding the world.

Expressive arts and design.

For each area, the level of progress that children are expected to have attained by the end of the Early
Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected
that children will know, and be able to do, by the end of the reception year of their education.

The Development Matters guidance sets out the likely stages of progress a child will make along their
learning journey towards the Early Learning Goals. Our setting follows this guidance when we assess

children and plan for their learning. Our programme supports children to develop the knowledge, skills
and understanding they need for:
Personal, social and emotional development

making relationships;

self confidence and self awareness; and

managing feelings and behaviour.

Physical development

moving and handling; and

health and self-care.

Communication and language

listening and attention;

understanding; and

speaking.

Literacy

reading; and

writing.

Mathematics

numbers; and

shape, space and measure.

Understanding the world

people and communities;

the world; and

technology.

Expressive arts and design

exploring and using media and materials; and

being imaginative.

Our approach to learning and development and assessment

Learning through play
Play helps young children to learn and develop through doing and talking, which research has shown to
be the means by which young children learn to think. Our setting uses the Development Matters in the
Early Years Foundation Stage guidance to plan and provide a range of play activities, which help
children to make progress in each of the areas of learning and development. In some of these
activities, children decide how they will use the activity and, in others, an adult takes the lead in helping

the children to take part in the activity. In all activities, information from 'Development Matters' the Early
Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Characteristics of effective learning

We understand that all children engage with other people and their environment through the
characteristics of effective learning that are described in the Early Years Foundation Stage guidance
as:

playing and exploring - engagement;

active learning - motivation; and

creating and thinking critically - thinking.

We aim to provide for the characteristics of effective learning by observing how a child is learning and
being clear about what we can do and provide in order to support each child to remain an effective and
motivated learner.
Assessment
We assess how young children are learning and developing by observing them frequently. We use
information that we gain from observations, as well as from photographs or videos of the children, to
document their progress and where this may be leading them. We believe that parents know their
children best and we ask them to contribute to assessment by sharing information about what their
children like to do at home and how they, as parents, are supporting development.

We make periodic assessment summaries of childrens achievement based on our ongoing

development records. These form part of childrens records of achievement. We undertake these
assessment summaries at regular intervals, as well as times of transition, for example, when they go on
to school.
The progress check at age two
The Early Years Foundation Stage requires that we supply parents and carers with a short written
summary of their childs development in the three prime areas of learning and development: personal,
social and emotional development; physical development; and communication and language; when a
child is aged between 24 - 36 months. The key person is responsible for completing the check using
information from ongoing observational assessments carried out as part of our everyday practice,
taking account of the views and contributions of parents and other professionals.
Records of achievement
The pre-school keeps a record of achievement for each child. Your child's record of achievement helps
us to celebrate together her/his achievements and to work together to provide what your child needs for
her/his well-being and to make progress. Your child's key person will work in partnership with you to
keep this record. To do this you and she/he will collect information about your child's needs, activities,
interests and achievements. This information will enable the key person to identify your child's stage of

progress. You and the key person will then decide on how to help your child to move on to the next
stage.
Working together for your children
We maintain at least minimum but usually well over the minimum ratio of adults to children as set by
the Safeguarding and Welfare Requirements. We also have volunteer parent helpers, where possible,
to complement these ratios. This helps us to:

give time and attention to each child;

talk with the children about their interests and activities;

help children to experience and benefit from the activities we provide; and

allow the children to explore and be adventurous in safety.

Staff Details
Janet Crane - Leader/Supervisor and Nominated Person
Works All day Monday and Thursday and Friday mornings.
Main Qualification
NVQ Level 3 in Childcare
Responsibilities -

2006

Equal Opportunities Co-ordinator

Safeguarding

Other Courses
Specialist Safeguarding Course
Paediatric First Aid Course
Food Hygiene

05 June 2014
November 2012
November 2012

Short Courses
Self Evaluation Forms and Delivery of Early Years Foundation Stage for Committee Members
2014
Understanding and Implementing the SEN Reforms
June 2014
Child Development
October 2013
Delivering Revised EYFS
October 2012
EYFS Briefing
May 2012
Qualification course - City and Guilds Caring for Children 0-7 years 1992/93
PPA Foundation Course 1990.
Janet joined the staff in 1988. She is ex-Treasurer at the pre-school, has three children and six
grandchildren.
Caroline Hudson - Deputy Leader / Supervisor
Works Monday to Thursday all day.
Main Qualification
NVQ Level 3 in Childcare
Responsibilities -

2006

SENCO
Safeguarding when Supervisor not available

Other Courses
Specialist Safeguarding Course 05 June 2014
First Aid Nov 2012
Food Hygiene Nov 2012
Short Courses

June

Understanding and Implementing the SEN Reforms

June 2014
Self Evaluation Forms and Delivery of Early Years Foundation Stage for Committee Members
June
2014
Supporting Children on the Autistic Spectrum putting the Inclusion Development Programme into
Practice
November 2013
EYFS Briefing
May 2012
PPA Foundation Course 1991
Caroline joined the staff 1990. She is ex-Chair of Pre-school, has three children and four grandchildren.
Jackie Parsons - Supervisor
Special Responsibility for two year olds.
Works Tuesday, Wednesday and Thursday all day and Friday morning.
Main Qualification
Diploma in Pre-school Practice 2004
Other Courses
First Aid Course
Generalist Safeguarding Course
Food Hygiene
Together for Two's

November 2012.
20 June 2013
September 2011
2013 (SiT)

Jackie started working at pre-school in 2000. She is a former pre-school committee member and has
two children.
Emma West - Assistant Supervisor
Works All day Monday, Tuesday and Wednesday and Friday morning.
Main Qualification
Diploma in Pre-School Practice 2002
From September 2014 working towards Foundation Degree
Other Courses
Specialist Safeguarding Training July 2013
Food Hygiene Nov 2013
First Aid July 2014
Early Years Foundation Stage Planning Diploma in First Years of Life
Promoting Positive Behaviour
Basic Health & Safety
HENRY Project
Emma started working at the pre-school in November 2013. She has two children.
Pauline Maguire Assistant
Works Monday, Tuesday, Wednesday and Thursday all day, and Friday mornings.
Main Qualification
NVQ Level 3 Diploma for Children's and Young Peoples Workforce
Certificate in Pre-school Practice (Level 2) 2006
Level 1 Getting Started in Pre-school

November 2013

Other Courses
Generalist Safeguarding Course Sept 2013
Paediatric First Aid Course Nov 12
Food Hygiene Nov 2012
Pauline started working at pre-school in 2002. She is a former pre-school
committee member. She has a son.
Karen Fagg - Assistant

Works Tuesday all day, Wednesday and Friday mornings.

Main Qualification Level 3 Diploma for Children's and Young Peoples Workforce
July 2014
CACHE Level 2 Certificate for the Children and Young Peoples Workforce
2012
CACHE Level 1 Award in an Introduction to Early Years Settings 2010
Other Courses
Generalist Safeguarding Course
March 2014
First Aid Nov 12 as part of Level 2 course
Food Hygiene
November 2012
Short Courses
Low Cost Play Ideas

Nov 2013

Karen started working at pre-school September 2010. She has a son.

Colene Williams - Assistant
Works Monday, Tuesday and Wednesday all day and Friday mornings.
Main Qualification
Currently working towards NVQ Level 2 Certificate in an Introduction to Early Years Education and
Care
Other Courses
Generalist Safeguarding
First Aid
Food Hygiene
Colene started working at pre-school in February 2015. She has a son.
Natasha Garry Casual Pre-school Assistant
Works Monday, Thursday mornings and Wednesday afternoon.
Main Qualification
CACHE Level 1 Award in an Introduction to Early Years Settings
Other Courses
Generalist Safeguarding Course Oct 12
Food Hygiene Certificate Nov 2012
Observation Assessment and Planning: Seeing is Believing 2013
Natasha started work at pre-school May 2012. She has three children.
Alison Edwards Administrator
Qualifications
Level 3 NVQ Business & Administration Level 3
July 2015
Ex Vice Chair of the committee
Alison started working at pre-school 2014. She has two children.
All staff have completed Disclosure Barring Service Checks (DBS) and take
regular short courses.
We regularly have apprentices and students throughout the year in the setting.

10

How parents take part in the pre-school

Mortimer Hall Pre-school recognises parents as the first and most important educators of their children.
All of the staff see themselves as partners with parents in providing care and education for their
children. There are many ways in which parents take part in making the setting a welcoming and
stimulating place for children and parents, such as:

exchanging knowledge about their children's needs, activities, interests and progress with the
staff;

contributing to the progress check at age two;

helping at sessions of the setting;

sharing their own special interests with the children;

helping to provide and look after the equipment and materials used in the children's play
activities;

being part of the management committee where appropriate;

taking part in events and informal discussions about the activities and curriculum provided by
the setting;

joining in community activities, in which the setting takes part; and

building friendships with other parents in the setting.

Parents are always welcome to help.

If you have any skill or activities relevant to the themes at pre-school and you would like to share them
with the children please speak to a member of staff beforehand.
If you would like to help occasionally at pre-school please speak to a member of staff. Helping at the
session enables parents to see what the day-to-day life of the setting is like and to join in helping the
children to get the best out of their activities

Join in the daily activities.

Help the children with puzzles, playdough, putting on dressing up clothes or protective aprons,
read stories etc.

Towards the end of the session - Friday mornings and Monday to Thursday afternoons:

Assist staff in putting away equipment and toys from the main hall into the store room and cupboards.
Sweep hall, entrance area, tidy and clean kitchen and put all items in cupboard.
Monday to Thursday mornings
Tidy toys, puzzles, playdough, chairs and tables etc ready for the afternoon session.
Clean and tidy kitchen.
Please note -

Only staff members are allowed to take children to the toilet, change a nappy or be
alone with the children at any time.
Only people with a Food Hygiene Certificate can prepare the snack. Help is always
available this is a guide which we hope will help you.

11

Key person and your child

Our pre-school uses a key person approach. This means that each member of staff has a group of
children for whom she/he is particularly responsible. Your child's key person will be the person who
works with you to make sure that the childcare that we provide is right for your child's particular needs
and interests. When your child first starts at the setting, she/he will help your child to settle and
throughout your child's time at the setting, she/he will help your child to benefit from the setting's
activities.
Learning opportunities for adults
As well as gaining childcare qualifications, our staff take part in further training to help them to keep upto date with thinking about early years care and education. The setting also keeps itself up-to-date with
best practice, as a member of the Pre-school Learning Alliance, through Under 5 magazine and other
publications produced by the Alliance.

The Setting's timetable and routines

The pre-school believes that care and education are equally important in the experience which we offer
children. The routines and activities that make up the day in the setting are provided in ways that:

help each child to feel that she/he is a valued member of the setting;

ensure the safety of each child;

help children to gain from the social experience of being part of a group; and

provide children with opportunities to learn and help them to value learning.

The session
When you arrive at pre-school:

A member of staff will be in the entrance hall taking the register so please make sure that your
childs name is recorded.

Children are encouraged to hang their coats on the pegs provided.

Please help your child to find their name card and place it on the board.

Help your child to settle at an activity before leaving. If your child is having difficulty settling,
please talk to your key person or another member of staff.

You are asked to inform a member of staff if you will not be collecting your child on any particular
day and to state who will be collecting them. If it is not someone already nominated, these details
are entered in a book which you will be asked to sign.

12

We organise our sessions so that the children can choose from - and work at - a range of activities and,
in doing so, build up their ability to select and work through a task to its completion. The children are
also helped and encouraged to take part in adult-led small and large group activities which introduce
them to new experiences and help them to gain new skills, as well as helping them to learn to work with
others.
Throughout the year children have the opportunity of taking part in outdoor activities, which contribute
to children's health, their physical development and their knowledge of the world around them. The
children are encouraged to take part in outdoor child-chosen and adult-led activities, as well as those
provided in the indoor playroom/s.
At the end of the session divide into small groups for stories, singing, circle games etc.
Snacks
At about 10.30am (morning session) and 2pm (afternoon session) children will wash their hands with
adult supervision.
The setting makes snacks and meals a social time at which children and adults eat together in small
groups. The childrens name cards are placed on the tables. We plan the menus for snacks so that they
provide the children with healthy and nutritious food. Do tell us about your child's dietary needs and we
will make sure that these are met.
Children having their lunch at pre-school bring their own packed lunch, sit in small groups and are
assisted by adults as appropriate. We aim to promote healthy eating so please provide your child with a
varied and healthy packed lunch.
Collecting Children
Parents/carers (or the person who collects your child) will wait in the entrance hall. The children will be
in the main hall with the door closed. When the door is opened a member of staff will call each child
one at a time and hand them to their collecting adult. Another member of staff will be at the outside
door and will mark your child as leaving on the register. This is to ensure that no child leaves
unaccompanied or with the wrong person.
If someone other than the people you have stated on your childs enrolment form is collecting your child
you must inform staff and enter information in the appropriate book.
To avoid upsetting your child please return promptly at the end of the session. If for any reason
you are delayed please phone the pre-school as soon as possible. An additional charge will be made if
late collection becomes a regular occurrence.
Clothing
We provide aprons for the children when they play with messy activities. We encourage children to gain
the skills that help them to be independent and look after themselves. These include taking themselves
to the toilet and taking off, and putting on outdoor clothes. Clothing that is easy for them to manage will
help them to do this.

13

Children will be using the garden in all weathers so please

ensure your child has appropriate clothing.

Wet days - wellingtons and waterproof coat.

Hot days - sun hats.

Please make sure all clothing has your childs name on.
Safeguarding children
Our setting has a duty under the law to help safeguard
children against suspected or actual significant harm. Our employment practices ensure children
against the likelihood of abuse in our settings and we have a procedure for managing complaints or
allegations against a member of staff.
Our way of working with children and their parents ensures we are aware of any problems that may
emerge and can offer support, including referral to appropriate agencies when necessary, to help
families in difficulty.
The person responsible for safeguarding is Janet Crane.
Special Educational Needs and Disabilities
As part of the setting's policy to make sure that its provision meets the needs of each individual child,
we take account of any special educational needs a child may have. The setting works to the
requirements of the Special Educational Needs Code of Practice (2001). As and when required, extra
support will be given to children by staff.
Our Special Educational Needs Co-ordinator is Caroline Hudson.
The Management of the Pre-school
A parent management committee - whose members are elected by the parents of the children who
attend the setting - manages the setting. The elections take place at our Annual General Meeting in
October each year. The committee is responsible for:

managing the setting's finances;

employing and managing the staff;

making sure that the setting has, and works to, policies that help it to provide a high quality
service; and

making sure that the setting works in partnership with the children's parents.

The Annual General Meeting is open to the parents of all of the children who attend the setting. It is our
shared forum for looking back over the previous year's activities and shaping the coming year's plan.
See page 23 for details of the committee.
Starting at pre-school
The first days
We want your child to feel happy and safe with us. To make sure that this is the case, the staff will work
with you to decide on how to help your child to settle into the setting. Our policy on the Role of the Key
Person and Settling-in is enclosed with this prospectus - see page 19.

14

We hope that you and your child enjoys being members of our setting and that you both find taking part
in our activities interesting and stimulating. The staff are always ready and willing to talk with you about
your ideas, views or questions.

Policies
Copies of the setting's policies and procedures are available for you to see online and at the preschool.
Our policies help us to make sure that the service provided is of high quality and that being a member
of the setting is an enjoyable and beneficial experience for each child and her/his parents.
The staff and parents of the setting work together to adopt the policies and they all have the opportunity
to take part in the annual review of the policies. This review helps us to make sure that the policies are
enabling the setting to provide a quality service for its members and the local community.
The policies are available for all to read - if you wish to have a copy please ask a member of staff.
Mortimer Hall Pre-school has adopted the following polices:
1.0
1.1
1.2
1.3
1.4
1.5
1.6
1.7
OSCB

Child Protection
Children's Rights
Safeguarding Children
Looked After Children
Uncollected Children
Missing Children
Use of Mobiles and Cameras
Intruder Policy
Safeguarding Audit

2.0
2.1
2.2
2.3

Suitable People
Employment
Student Placements
Whistleblowing Policy

3.0
3.1
3.2

Staff Qualifications, Training, Support & Skills

Induction of Staff Volunteers & Managers
First Aid

4.0
4.1

Key Person
Role of Key Person (See page 19)

5.0
5.1

Staff Child Ratios

Staffing

6.0
6.1
6.2

Health
Administering Medicines
Managing children sick, infectious, allergies

6.3

Recording & reporting of accidents & incidents

6.4
6.5
6.6
6.7

Nappy changing
Food and drink
Food Hygiene
Basic kitchen opening & closing checks

7.0
7.1

Managing Behaviour
Achieving Positive Behaviour

15

8.0
81
82
83
84
85
86
8.7
88
8.9

Safety and suitability of premises, environment and equipment

Health and Safety General Standards.doc
Maintaining Children's Safety and Security on Premise
Supervision of Children on Outings and Visits
Risk Assessment.
Fire Safety and Emergency Evacuation.
Animals in the Setting
Smoking
Health and Safety Risk Assessment Template
Fire safety risk assessment template

9.0
91
9.2

Equal Opportunities
Valuing Diversity and Promoting Equality.doc
Supporting children with special educational needs

10.0
10.2
10.4
10 .5
10. 6
10 .7
10. 8
10. 9
10 10
10.11
10.12

Information and Record

Admissions
Registration Form
Parental Involvement
Children's Records
Providers Records
Transfer of Records to School
Confidentiality & Client Access to Records
Information Sharing
Working in Partnership with other agencies
Making a Complaint (See page 16)

Making a complaint
Welfare Requirement: Information and Records
Providers must put in place a written procedure for dealing with concerns and complaints from parents
and/or carers.
Policy statement
Our pre-school believes that children and parents are entitled to expect courtesy and prompt, careful
attention to their needs and wishes. We welcome suggestions on how to improve our setting and will
give prompt and serious attention to any concerns about the running of the pre-school. We anticipate
that most concerns will be resolved quickly, by an informal approach to the appropriate member of
staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns.
We aim to bring all concerns about the running of our pre-school to a satisfactory conclusion for all of
the parties involved.
Procedures
All pre-schools are required to keep a written record of any complaints that reach stage two and above,
and their outcome. This is to be made available to parents, as well as to Ofsted inspectors on request.
A full procedure is set out in the Pre-school Learning Alliance publication Complaint Investigation
Record (2012) which acts as the 'summary log' for this purpose.

16

Making a complaint
Stage 1

Any parent who has a concern about an aspect of the pre-schools provision talks over, first of
all, his/her concerns with the setting Supervisor

Most complaints should be resolved amicably and informally at this stage.

Stage 2

If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this
stage of the procedure by putting the concerns or complaint in writing to the pre-school
Supervisor and the Committee.

For parents who are not comfortable with making written complaints, there is a template form
for recording complaints in the Complaint Investigation Record; the form may be completed with
the person in charge and signed by the parent.

The setting stores written complaints from parents in the child's personal file. However, if the
complaint involves a detailed investigation, the Supervisor/ Chair may wish to store all
information relating to the investigation in a separate file designated for this complaint.

When the investigation into the complaint is completed, the Supervisor and Chair meets with
the parent to discuss the outcome.

Parents must be informed of the outcome of the investigation within 28 days of making the
complaint.

When the complaint is resolved at this stage, the summative points are logged in the Complaint
Investigation Record.

Stage 3

If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting
with the pre-school Supervisor and the Chair. The parent may have a friend or partner present if
they prefer and the Supervisor should have the support of the committee.

An agreed written record of the discussion is made, as well as any decision or action to take as a
result. All of the parties present at the meeting sign the record and receive a copy of it.

This signed record signifies that the procedure has concluded. When the complaint is resolved
at this stage, the summative points are logged in the Complaint Investigation Record.

Stage 4

If at the stage three meeting the parent and pre-school cannot reach agreement, an external
mediator is invited to help to settle the complaint. This person should be acceptable to both
parties, listen to both sides and offer advice. A mediator has no legal powers, but can help to

17

define the problem, review the action so far and suggest further ways in which it might be
resolved.
Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act
as mediators.

The mediator keeps all discussions confidential. S/he can hold separate meetings with the
setting personnel (pre-school Supervisor and chair.) and the parent, if this is decided to be
helpful. The mediator keeps an agreed written record of any meetings that are held and of any
advice s/he gives.

Stage 5

When the mediator has concluded her/his investigations, a final meeting between the parent,
the pre-school and the Chair, is held. The purpose of this meeting is to reach a decision on the
action to be taken to deal with the complaint. The mediator's advice is used to reach this
conclusion. The mediator is present at the meeting if all parties think this will help a decision to
be reached.

A record of this meeting, including the decision on the action to be taken, is made. Everyone
present at the meeting signs the record and receives a copy of it. This signed record signifies
that the procedure has concluded.

The role of the Office for Standards in Education, Childrens Services and Skills (Ofsted) and the Local
Safeguarding Children Board

Parents may approach Ofsted directly at any stage of this complaints procedure. In addition,
where there seems to be a possible breach of the pre-schools registration requirements, it is
essential to involve Ofsted as the registering and inspection body with a duty to ensure the
Safeguarding and Welfare Requirements of the Early Years Foundation Stage are adhered to.

The number to call Ofsted with regard to a complaint is: 0300 123 1231

These details are displayed on our pre-schools notice board.

If a child appears to be at risk, our pre-school follows the procedures of the Local Safeguarding
Children Board.

In these cases, both the parent and pre-school are informed and the pre-school Supervisor
works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of
the complaint, followed by appropriate action.

Records

A record of complaints in relation to our pre-school, or the children or the adults working in our
pre-school, is kept; including the date, the circumstances of the complaint and how the
complaint was managed.

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The outcome of all complaints is recorded in the Complaint Investigation Record, which is
available for parents and Ofsted inspectors on request.

Policy adopted on 11th January 2016

To be reviewed in January 2017

The role of the key person and settling-in

Safeguarding and Welfare Requirement: Key Person
Each child must be assigned a key person. Their role is to help ensure that every childs care is tailored
to meet their individual needs, to help the child become familiar with the setting, offer a settled
relationship for the child and build a relationship with their parents
Policy statement
We believe that children settle best when they have a key person to relate to, who knows them and
their parents well, and who can meet their individual needs. Research shows that a key person
approach benefits the child, the parents, the staff and the setting by providing secure relationships in
which children thrive, parents have confidence, staff are committed and the setting is a happy and
dedicated place to attend or work in.
We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable
with staff. We also want parents to have confidence in both their children's well-being and their role as
active partners with the pre-school.
We aim to make the pre-school a welcoming place where children settle quickly and easily because
consideration has been given to the individual needs and circumstances of children and their families.
The key person role is set out in the Safeguarding and Welfare Requirements of the Early Years
Foundation Stage. Each setting must assign a key person for each child.
The procedures set out a model for developing a key person approach that promotes effective and
positive relationships for children who are in settings.
Procedures

We allocate a key person before the child starts.

The key person is responsible for the induction of the family and for settling the child into our
setting. The key person offers unconditional regard for the child and is non-judgemental.

The key person works with the parents to plan and deliver a personalised plan for the childs
well-being, care and learning.

The key person acts as the key contact for the parents and has links with other carers involved
with the child, such as a childminder, and co-ordinates the sharing of appropriate information
about the childs development with those carers.

The key person is responsible for developmental records and for sharing information on a
regular basis with the childs parents to keep those records up-to-date, reflecting the full
picture of the child in our setting and at home.

The key person encourages positive relationships between children in her/his key group,
spending time with them as a group each day.

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We provide a back-up key person so the child and the parents have a key contact in the
absence of the childs key person.

We promote the role of the key person as the childs primary carer in our setting, and as the
basis for establishing relationships with other staff and children.

Settling-in

Before a child starts to attend the pre-school, we use a variety of ways to provide his/her parents
with information. These include written information (including our prospectus and policies),
displays about activities available within the setting individual meetings with parents.

During the half-term before a child is enrolled, we provide opportunities for the child and
his/her parents to visit the pre-school.

We allocate a key person to each child and his/her family before she/he starts to attend; the key
person welcomes and looks after the child and his/her parents at the child's first session and
during the settling-in process.

We use pre-start visits and the first session at which a child attends to explain and
complete, with his/her parents, the child's registration records.

When a child starts to attend, we explain the process of settling-in with his/her parents
and jointly decide on the best way to help the child to settle into the setting.

We have an expectation that the parent, carer or close relative, will stay for most of the
session during the first week, gradually taking time away from their child, increasing this
as and when the child is able to cope.

Younger children will take longer to settle in, as will children who have not previously spent
time away from home. Children who have had a period of absence may also need their parent
to be on hand to re- settle them.

We judge a child to be settled when they have formed a relationship with their key person; for
example, the child looks for the key person when he/she arrives, goes to them for comfort, and
seems pleased to be with them. The child is also familiar with where things are and is pleased
to see other children and participate in activities.

When parents leave, we ask them to say goodbye to their child and explain that they will be
coming back, and when.

We recognise that some children will settle more readily than others, but that some children who
appear to settle rapidly are not ready to be left. We expect that the parent will honour the
commitment to stay for at least the first week, or possibly longer, until their child can stay
happily without them.

We do not believe that leaving a child to cry will help them to settle any quicker. We believe that
a child's distress will prevent them from learning and gaining the best from the setting.

We reserve the right not to accept a child into the pre-school without a parent or carer if the
child finds it distressing to be left. This is especially the case with very young children.

Within the first four to six weeks of starting, we discuss and work with the child's parents to
begin to create their child's record of achievement.

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The progress check at age two

The key person carries out the progress check at age two in accordance with any local
procedures that are in place and referring to the guidance A Know How Guide: The EYFS
progress check at age two.

The progress check aims to review the childs development and ensures that parents have a
clear picture of their childs development.

Within the progress check, the key person will note areas where the child is progressing well
and identify areas where progress is less than expected.

The progress check will describe the actions that will be taken by the setting to address any
developmental concerns (including working with other professionals where appropriate) as
agreed with the parent(s).

The key person will plan activities to meet the childs needs within the setting and will support
parents to understand the childs needs in order to enhance their development at home.

Policy adopted on 18th April 2016

To be reviewed in April 2017

Consent for photographs, videos and observations of children

You will be asked to consider the below and sign the Registration form to agree.
Photographs
Photographs maybe taken by
1. Staff/committee members/ volunteers
as evidence of work for courses they are attending.
pre-school records.
to show parents activities children have participated in.
events such as sports day, Christmas Sing Along, Christmas Party.
to use on our website.
All photos are stored by the pre-school on disc or memory card. These may be retained after your child
has left and may be used for displays, history of the pre-school and in publications such as this.
2. Parents
At events such as Sports day, Christmas Sing along.
3. The Press
When invited to do so by the pre-school committee.
4. Staff at Marston & Northway Children's Centre
for their publicity and for publishing in newsletters.

Observations & Videos

As part of courses that staff are attending they may wish to do observations and/or make videos of your
child to assist with their course work.
If you do not agree to the above or have any concerns please speak to your Key Person or
Janet or Caroline.

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Fees
The fees are 12.50 for a three hour session payable termly in advance. Fees must still be paid if
children are absent without notice for a short period of time. If your child has to be absent over a long
period of time, talk to Janet Crane who is the Supervisor or Caroline Hudson, Deputy Supervisor.
For your child to keep her/his place at the setting, you must pay the fees. You will be informed of the
charge for the term. If you are unable to pay the total amount in one payment please speak to the
Treasurer or Janet or Caroline and make alternative arrangements
We are in receipt of nursery education funding for three and four year olds; where this funding is not
received, then fees apply.
The nursery education funding is available to children the term after their third birthday, this gives free
education of five sessions (15 hours) for 38 weeks a year. Children can use the nursery education
funding at more than one pre-school or nursery. If attending an LEA (Local Education Authority)
Foundation Stage the funding for all five sessions must be used at that setting.
Some children may be entitled to two year old funding dependent on the families circumstances.
Please contact Northway & Marston Childrens Centre for further information, tel.: 01865 767460.
Please note the above fees are correct at the time of print (January 2016) but may increase during the
year to cover our costs.
We accept employers childcare vouchers.
Working Tax Credits
You may be entitled to Working Tax Credits and help with childcare costs. Information at
http://www.hmrc.gov.uk/taxcredits/people-advise-others/entitlement-tables/work-and-child/work-paychildcare.htm
Have you considered Salary Sacrifice?
Mortimer Hall Pre-School is already registered with a number of the more common schemes. Please
ask the Treasurer or Janet or Caroline for more detail. Also speak to your employer. Details available at
http://www.hmrc.gov.uk/specialist/salary_sacrifice.htm
Website
We have a website - http://www.mortimerhallpreschool.com which has information about the pre-school
with news, events, and information on topics that the children are participating in. Please remember to
visit the website frequently.
Newsletters
At least once a term a newsletter is produced with news of what is happening at pre-school. Please
make sure you read the newsletters.
Notice Boards
There is a notice board placed outside the hall door which is updated regularly. Inside pre-school there
is a further notice board with general information that you may need. Please make sure you read both.
Facebook
We have 2 Facebook pages:
"open" https://www.facebook.com/mortimerhallpreschool?fref=ts
"closed" https://www.facebook.com/groups/mortimerhallpreschool

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Committee 2016/17
The next Annual General Meeting will take place in October 2016. If you would like to join the
committee at anytime please speak to a committee member or a member of staff.

The current committee is Treasurer

Committee member
Staff member
Shopper
Administrator

Holly Crane
Amy Poole
Janet Crane
Andrea Jones
Alison Edwards

Term Dates 2016/17

Autumn - Term 1
Monday 05 September 2016 to Friday 21 October 2016
Half Term: Monday 24 October 2016 to Friday 28 October 2016

Monday 31 October 2016 to Wednesday 14 December 2016

Christmas holidays: Thursday 15 December 2016 to Monday 02 January 2017

Spring Term 2
Tuesday 03 January 2017 to Friday 10/02/2017
Half Term: Monday 13 February 2017 to Friday 17 February 2017

Monday 20 February 2017 to Friday 07 April 2017

Easter holidays: Monday 10 April 2017 to Friday 21 April 2017

Summer Term 3
Monday 24 April 2017 to Friday 26 May 2017
(Closed for Early May Bank Holiday, Monday 01 May 2017)
Half Term: Monday 29 May 2017 to Friday 02 June 2017

Monday 05 June 2017 to Thursday 20 July 2017

Please note these dates may vary slightly from local school holidays.

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Working in Partnership
St Nicholas School
Mortimer Hall Pre-school and St Nicholas School Foundation Stage work in partnership to provide
education and care for children aged 2 years to 5 years.
Children attending the pre-school are in the Foundation Stage and so both provisions plan their
curriculum based on these principles outlined in the Dfes (Department for Education and Employment)
Foundation Stage guidance. Details are also contained in the preceding pages of this booklet.
The Nursery Education Funding is available to children the term after their third birthday, this gives free
education of 15 hours a week for 38 weeks a year. Children can use the Nursery Grant at more than
one pre-school or nursery. If attending an LEA (Local Education Authority) Foundation Stage all five
sessions must be attended at this setting.
Mortimer Hall Pre-school and St Nicholas Foundation Stage have worked in partnership to provide a
school day to meet parents requirements. Children can attend the pre-school from 9 am to 11.45 they
are then walked the short distance to St Nicholas School arriving for 12 or alternatively can attend 2
days at each setting changing over on a Wednesday to give five days. If you wish to take advantage of
this service please speak to a member of staff.
Children from both settings visit one anothers settings. Staff from both settings are in contact with one
another which provides a smooth transition from pre-school to school.
Not all children move on to St Nicholas Foundation Stage we are aware of this and will cooperate with
other settings /schools.
St Nicholas School is in Raymund Road, Old Marston, Oxford and is open Monday to Thursday from
9am to 3pm and Friday from 9am to 12 noon. Normally, the September before starting school children
attend all day, before this they attend 15 hours at the Foundation Stage. As the LEA (Local Education
Authority) finances the Foundation Stage there is no charge.
New Marston School and St Josephs School
During the Summer Term visits are arranged to New Marston School and St Josephs School with
members of the pre-school staff. Which we hope will help to ensure a smooth transition between
settings.
Northway and Marston Childrens Centre
The pre-school works in partnership with the Childrens Centre, we take children referred to us and
work with families, the childrens centre and other agencies.

Mortimer Hall pre-school is a member of thePre-school

Learning Alliance Membership number 29164
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