Welcome to Little Dormice! We aim to deliver a safe, friendly and comfortable environment for each individual child alongside the pathway of the EYFS Statutory Framework. We have adopted the curiosity approach to be curious, have fun and make a difference.Intent
Children have access to high quality learning opportunities for playing and exploring throughout the environment
To allow children to be creative indoors and outdoors
To support children in becoming active learners
Support Transition into school
Develop children’s progression in all areas at an individual pace through their own interests
Recognise and support children who require additional support. Implementation
We ensure the environment indoors and outdoors meets the needs and interests of the
children (Planning in the Moment) with support from the EYFS Statutory Framework in allnseven areas.
Following the children’s interests which work alongside the Characteristics Of Effective Learning (Active learners, playing and exploring, creative and critically thinking)
Through a balanced, planned continuous provision we want to show a love for learning through lots of opportunities and real life experiences.
Parent partnerships are important to us, with our open door policy and Tapestry which is a great way of communication
Exploring the outdoors together and talking about the world around us
Trained staff to identify early signs of children who require support Impact
Engagement, motivation and involvement in all areas around the environment
To feel happy and safe and have strong relationships with teachers
Balanced and challenging curriculum to show strong progression
Children to leave Little Dormice with support and readiness for school.
Newsletters: Progress Check at 2
The new Early Years Foundation Stage (EYFS) requires practitioners to complete a progress check on all children between the ages of 2-3.
The progress check at age two has three main purposes
1. Partnership with parents.
2. While practitioners and other professionals can support children’s development and wellbeing individually, they can achieve so much more by working together.
3. ‘Parent’ is used throughout the document to refer to parents, carers and guardians.
4. Action for every child. Writing down observations and sharing reports do not help children. Practitioners need to listen to the child, talk with each other and then plan together. Working together can make a difference.
5. Early identification.
Some children need extra help for a while as they grow and develop – for example, with their communication. Other children may have long-term developmental needs. Some families may struggle and need support. Whatever the circumstances, sensitive early intervention can make a big difference. Children develop rapidly between the ages of two and three – practitioners need to be quick to support and identify help where it is needed.
Research tells us that early development is not pre-programmed. The early years are critical to providing the foundations for future physical and mental health. Children who access high-quality early years provision are less likely to be identified with special educational needs and disabilities (SEND) in the long run.
Our work as early years practitioners is very important. The choices we make for young children are hugely significant.
The following booklets might be helpful for any questions you might have: Pre-School Booklet. Please note that session timings have been updated and are as follows:Morning Session: 8.50 -11.50am
Although attending our pre-school does not guarantee admission to reception, here is the booklet for reception for your information: Happily to school Sept 2022
To apply to Gloucestershire County Council for a reception place at our popular school, follow this link: https://www.gloucestershire.gov.uk/education-and-learning/school-admissions/apply-for-a-primary-or-infant-school-place/