Early Years Foundation Stage

Our nursery follows the government based framework for early learning called the Early Years Foundation Stage (EYFS). The EYFS is split into four themes: A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. These four themes are the key principles that underpin effective practice in the care, development and learning of young children.


A Unique Child commits to child development, inclusive practice, keeping safe and health and wellbeing.

Positive Relationships commits to respecting each-other, parents as partners, supporting learning and the key person approach.

Enabling Environments commits to observation, planning and assessment of children, supporting every child, the learning environment and the wider context (e.g. working in partnership with other settings, professionals and community groups).

The Early Years Foundation Stage from 1st September 2014. What is it?

The Early Years Foundation Stage (EYFS) 2014 is a document for us, as early years providers, to help us support your child’s learning and development from birth to five years old. All early years providers must follow the EYFS 2014.

 

Who makes sure that registered early years providers are following the EYFS?
All registered early years providers are inspected to make sure they meet the legal requirements of the EYFS. This is normally done by Ofsted. Surrey County Council’s Early Years and Childcare Service offer support and information to early years providers too.


How will you keep my child safe?
The EYFS 2014 includes safeguarding and welfare statutory requirements that explain what we must do to keep your child safe. We must regularly update our policies and procedures in line with these requirements. For example:

  • We must keep to staff to child ratio requirements.
  • We must make sure that our staff are suitable.
  • We must make sure our premises are secure and the equipment is safe for your child to use. 
  • We must be accessing training and providing supervision for all staff to make sure that they fully understand their roles and responsibilities.
  • We must keep full records of how to keep and give medicines and who is trained to do this.
  • We must have strict data protection and a system to protect confidential information.
  • We should have a named person for the management of behaviour.


How else does the EYFS support my child?
The EYFS also sets out what we, as an early years provider, must do to make sure that your child learns and develops. It promotes teaching and learning through play to make sure all children have the skills for future life. We must make sure that all staff are fully aware of what they have to do, to make sure your child’s individual needs are met through the EYFS.

 

Who will make sure my child’s learning and care is tailored to them?
Your child will be assigned a key person when they start at our setting. You will be told the name of the key person and their role. The key person is there to make sure that your child’s learning and care is tailored to meet their individual needs, through discussion with you. They will also support you in giving you ideas on what learning you can do at home with your child.

 

What will you be doing with my child?
We must think about the individual needs, interests and stages of development of each child in our care. Through care and play we will support learning in the following three prime areas, 

 

Personal, social and emotional development:

  • making relationships
  • self-confidence and self-awareness
  • managing feelings and behaviour.

 

Physical development:

  • moving and handling
  • health and self-care.

 

Communication and language:

  • listening and attention
  • understanding
  • speaking.

 

As well as the three prime areas, we will also plan activities in the following areas of learning and development, known as specific areas.

 

Literacy:

  • reading
  • writing.

 

Mathematics:

  • numbers
  • shape, space and measure.

 

Understanding the world:

  • people and communities
  • the world
  • technology.

 

Expressive arts and design:

  • exploring and using media and material
  • being imaginative.

 

How will you check my child is developing in line with the EYFS requirements?
Your child’s key person will discuss your child’s development and interests with you to make sure they are progressing well with us and at home. This will support them, and you, to plan a challenging environment and play based activities to progress your child’s learning. This will happen on a regular basis. There are two required progress checks which take place during EYFS. The first is when your child is between two and three years old and the second in the final term of the year in which your child reaches the age of five. 

In addition, we carry out a further two progress checks per academic year together with two parent-teacher consultations.

Please see our Initiatives section for more detailed information.

 

What if I’m worried about my child’s development?
If you’re worried about your child’s progress, talk to your child’s key person and together you can agree how best to support your child. If your child’s home language is not English, we will give them opportunities to develop and use their home language in play and learning to support their language development at home. We will also make sure your child has enough opportunities to learn and reach a good standard in English language during the EYFS.

 

How can I find out more?
Talk to your child’s key person who will be happy to answer any questions you have. You can also view a copy of the Statutory and non-statutory Framework for the Early Years Foundation Stage 2014 on the Department for Education website www.education.gov.uk.

 

After School Provision

Monday to Thursday:

3 pm to 4 pm

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Free Early Education and childcare for Two year olds (FEET)

FEET is the offer of 15 hours of free childcare a week. Find out if your 2 year old can get FEET by checking following the link below.  High quality childcare can help your 2-year-old get the best start in life, you will be amazed at how quickly they learn through play and these benefits will last them a lifetime. Please contact us for more information.

/www.surreycc.gov.uk/people-and-community/family-information-service/choosing-childcare-for-children-and-young-people/paying-for-childcare/free-early-education.

Beeches Ofted Report 2014

We are extremley pleased with the results of the report and wish to thank all our parents/carers, children and their family members who are involved with us for your continued support. We look forward to the continued success of the nursery as we strive for excellence.

Please click on the links below to access the full report.  Please click here for a summary of the Ofsted report, click here to download the full Ofsted report.

 

Change of Opening Times

We are pleased to announce that we are now open on a Monday afternoon. 

Our open hours are therefore:

Monday- Friday 9.00am-12.00pm
Monday- Thursday 12.00pm-3.00pm

Monday-Friday Full Day 
9.00am-3.00pm

We offer a combination of the above to suit individual needs. 
We also operate an 'Early Pick-Up' for parents who need to collect their children earlier.

Children are able to attend for as many sessions as is required and do full days i.e. 9.00am- 3.00pm
We also operate a Early Pick-Up system for those parents/carers who need to collect children from other schools. 

Please note that we invite children from the age of 2 years old. Children do not have to be potty trained. 

Out off hours contact

If need to contact nursery out of office hours please email (thebeechesnursery@gmail.com).

Come and see us !

 

 

 

 

 

 

 

 

 

If you would like to see our nursery school in action, contact us to arrange a visit: 

01737 359500

Monday: 9.30am
Tuesday: 9.30am and 1.30pm 
Wednesday: 9.30am and 1.30pn
Thursday: 9.30am and 1.30pm 
Friday: 9.30.am 

A visit lasts approximately 30 to 40 minutes. 
Of course if the above times are not suitable, please contact us to arrange a more convenient time.

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A caring and stimulating environment allowing self - discipline and independence