About Bank Hall Kindergarten
Bank Hall Kindergarten is a private day nursery, established in 1991, and is located in the heart of the Bank Hall Estate, Bretherton, midway between Southport and Preston.
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Bank Hall Kindergarten is a private day nursery, established in 1991, and is located in the heart of the Bank Hall Estate, Bretherton, midway between Southport and Preston. The Kindergarten is surrounded by mature trees and green fields – and, as in the true meaning of the word “Kindergarten,” we have created a “children’s garden” in which your child will feel both happy and secure. We accept children from 3 months to 5 years on a full and part time basis.
We aim to provide your child with a loving, caring environment in which they can learn during their most formative years, by offering a variety of equipment and learning opportunities through challenging play whilst supporting them as they take risks and explore within our continuous provision areas. Children are encouraged to share with one another, make friends and establish relationships. We pride ourselves on discipline, courtesy and manners as we maintain clear and consistent boundaries. We achieved the Lancashire Quality Award which recognises quality provision within the Early Years Education sector, and further recognition was achieved when we were rated OUTSTANDING by OFSTED in May 2018.
KEY WORKER SYSTEM
Your child is assigned a Key Worker who will ensure they become familiar within the Kindergarten environment, offering a settled relationship and aim to build a working relationship with you as parents. Your child’s care will be tailored to meet their individual needs.
WHEN YOU ARE DUE TO START
We understand how difficult it is for you to leave your child with unfamiliar people in an unfamiliar environment. We will do everything we can to help support you through this transition period. We will contact you to arrange settling in sessions. The initial session you come with your child, to meet your new key Worker and have an opportunity to discuss routines, health related issues, likes & dislikes, stage of development etc. On the second visit, you leave your child with their new key Worker, so they can have a taste of their new environment. We can arrange additional visits if you feel this would be beneficial.
The Kindergarten is organised between three areas
Whichever room your child is in, we will be working under the Statutory Framework for the Early Years Foundation Stage (EYFS) which sets the standards for learning, development and care for children from birth – five years. Areas of Learning and Development shape activities and experiences that we offer to enable us to help children work towards achieving the early learning goals which your child should have reached by the end of the academic year in which they turn five. Our staff will observe and plan for your child’s future learning by supporting their development under a principled approach. The over-arching principles that shape the practice within the Kindergarten are:
1A Unique Child
2Positive Relationships
3Enabling Environments
4Learning and Development
All areas of learning and development are important and inter-connected. The three prime areas of learning are crucial for igniting children’s curiosity and enthusiasm for learning, and build their capacity to learn, form relationships and thrive. Children are also supported in the four specific areas through which the three prime areas are strengthened and applied:
Prime Areas
Communication and Language
Physical Development
Personal, Social and Emotional Development
Specific Areas
Literacy
Mathematic
Understanding of the World
Expressive Arts and Design
OUR CURRICULUM
We recognise that children learn in different ways and at different rates and we plan for this accordingly. Our aim is to support all children to attain their maximum potential within their individual capabilities, in order to be fully equipped with the skills and knowledge needed for the next stage in their future learning. We provide a positive play environment for every child, to develop good social skills and an appreciation of all aspects of this country’s multi-cultural society. We plan learning experiences to ensure, as far as practical, there is equality of opportunity for all children and that we celebrate diversity.
We maintain a personalised record of every child's development using their individual “All about Me” booklet and use our iconnect online learning system to record assessments which highlights abilities, progress, interests and areas needing further staff or parental assistance. For children who’s home language is not English, we take reasonable steps to provide opportunities to develop and use their home language in play and learning and support their language development at home; and ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring that they are ready to benefit from the opportunities available to them when they move onto Reception class.
Our curriculum is based on a holistic approach which recognises that different aspects of learning are interwoven and compliment each other. This compliments the Development Matters 2021 with our teaching model based on aspects of this guidance. Key Workers get to know their key children by observing them through play, individual learning styles and interests and work with parents to build on their existing knowledge of the world around them. We ensure that our educational programmes are well planned and resourced to have depth and breadth across the seven areas of learning. They provide interesting and challenging experiences that meet the needs of individual children and promote development of their vocabulary so they can be effective and concise language users. Planning is based on a secure knowledge and understanding of how to promote the learning and development of young children and what they can achieve.
Under the Safeguarding and Welfare Requirements of the Early Years Foundation Stage we have in place an effective Safe Guarding Policy/Procedure which is there to ensure we safeguard and promote the welfare of all the children in our care. Should staff have any concerns regarding a child, we are duty bound to follow our Safe Guarding Policy and Procedure.
Bluebells
(age 3 months – approximately 2 years old)
Baby Bluebells Room aims to create a home from home environment, which stimulates, nurtures and provides babies with the resources and enhancements they need to develop to their full potential. Our room is split into four areas of continuous provision: comfy, creative, imaginative and physical. We provide our babies with ample opportunities to develop their senses as they play in foam, spaghetti and sand; and make marks using their fingers and gross motor skills; use their imagination and imitate home life experiences in the home corner; As well as having the space to rest, relax and learn new vocabulary in the book area. In the physical area we plan space to move, roll, stretch and use low level equipment, supporting pulling themselves up to a standing position, and cruising along furniture, as well as free space to crawl. We also offer opportunities to dance, sing and play musical instruments- all of which encourage creativity. Heuristic play develops curiosity and gives babies a chance to openly explore without interruption. Each of these areas do overlap, and the room is often interchanged regularly, to ensure constant stimulation and engagement.
One of our most valuable resources are our practitioners, who are loving, caring and understanding individuals who continually interact with our babies, providing crucial interactions which promote learning. Each member of the Bluebells team are passionate about our role and aim to bridge the gap between home and Kindergarten through positive and close relationships with parents and carers, ensuring we are sharing vital information.
Practitioners are here to work alongside parents by encouraging your child to reach some of their most significant milestones such as: crawling, walking and talking, and help learn new life skills as they grow more independent. Promoting healthy lifestyle is a fundamental step to creating healthy individuals, and is something we love to incorporate as early as possible. Meal times in the Bluebells can range from small babies just weaning, and some of our older toddlers who are learning to feed themselves. We aim to create a positive, social atmosphere during meal times, and all sit together as a group with lots of conversation.
At the end of each day, you will receive a thorough handover from one of the practitioners in the room and will be informed of how your child has slept and eaten, their nappy changes and what they’ve enjoyed engaging with that day.
Sunflowers
(approximately 2-3 years old)
As the children in Baby Bluebells room approach 2 years of age, they will be gradually introduced to our "Sunflowers Room" (transfer depends upon the stage of development rather than the age of the child)
Here we offer a variety of open ended/loose part resources and materials for children to explore. “Wake up Shake up” sessions take place each morning to promote physical development and Health and Well-Being, which continue through to our Pre-School rooms. Our 10 areas of continuous provision promote the three prime areas of Learning with the main focus being on the child’s current interests.
We are aware that children of this age may need time to rest during parts of the day so we have a comfortable area within the book corner for children to rest.
Sunflower’s room has an easily accessible toilet and sink area within the far end of the room for children who are practicing self-care, along with easy access to a separate children’s bathroom and independence is created through a variety of ways throughout our daily routine.
We offer frequent and safe access to the large garden area giving children first hand contact with weather, seasons and the natural world.
Children participate in extra-curricular activities such as Music, Drama and Dance, Sports and Yoga sessions which encourage them to express themselves freely and develop healthy lifestyles. These sessions continue through to our Pre-School rooms.
At approximately 2 years of age your child will receive a 2 year Progress Report which is a written summary of how your child is progressing against the three Prime areas of learning, we consult with you as parents as we complete your child’s report and encourage this to be shared with your child’s Health Visitor in line with their 2 year Development Check.
As children approach their last year with us, they will move into our Pre-school Daisies Room where we prepare your child for the next stage of their learning journey, to school.
Pre-school Daisies
(ages 3 years +)
We recognise how crucial your child’s final year is, before they venture on to school. In Pre-school we provide an enabling learning environment which supports their independence and ensures each child reaches their full potential. Practitioners guide each child to learn through purposeful play experiences which are based on their interests and built around their existing knowledge of the world around them.
Within both the indoor and outdoor environments children are given access to natural resources which they are encouraged to independently explore, discover and investigate. This will support their mathematical, critical thinking and problem solving skills which are all aspects of the Development Matters framework and the Characteristics of Effective Learning.
Practitioners will support interactions between children through small group activities so they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life. Children will also be introduced to the Letters and Sounds program through fun-filled games and activities, to help build the skills needed for future reading.
We also recognise that self-care skills are vital to ensure each child is ‘school ready’ and practitioners will work with parents to ensure they are independent in this area of learning and development.
We have good liaisons between our Pre School and many local Primary Schools which we feel is essential to assist with continuity and progression for each child’s learning and to help provide them with a smooth transition onto Primary Education. Links between home and school are important at all stages of education but particularly within their year in the Pre School room. We will ensure we share relevant information with you and will keep you informed about the curriculum and your child’s progress. Music, Drama and Dance, Sports and Yoga sessions continue through to the Pre-school Room.
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Outdoor Play
We are fortunate to have an extensive outdoor area which is divided into 3 areas for Bluebells, Caterpillars and both Pre-school rooms. Being outdoors has a positive impact on children's sense of well-being and helps all aspects of children's development which is why outdoor play is an important part of Kindergarten life. Children have regular access to our stimulating outdoor environment doing things in different ways and on a larger scale than when indoors. Our play areas have a Mud Kitchen which provides the children with endless opportunities to mix and create using natural materials. The use of our two pavilions ensures access to the outdoors is always available. The natural environment gives children opportunities to explore using their senses, be physically active and take risks, with close supervision and support.
OWLS
(Outdoor Woodland Learning Sessions)
Our “OWLS” (Outdoor Woodland Learning Sessions) improves children’s self-esteem, confidence and abilities as we provide support to regularly engage within the natural environment – activities such as den making, identifying leaves and why we need trees and collecting natural resources to allow children to create using their imagination further increases their problem-solving skills and improves emotional well-being.
The ethos of our Outdoor Woodland Learning is based on a fundamental respect for children and their capacity to investigate, test and maintain curiosity in the world around them.
Local Offer
(SEN and Disability)We have a strong commitment to inclusion and all staff are committed to the S.E.N.D code of practise and we will make all reasonable adjustments to ensure that all children including those who have a disability or special/additional needs are included, valued and supported, so that they can reach their full potential. Our Local Offer document is available to view on request. If you require any further information, please contact the Manager. You can also view this on our website
Below is our Local Offer document. If you require any further information please contact the Kindergarten
Nutrition and Mealtimes
Children are provided with a light morning snack, two course hot lunch and an afternoon snack, all of which are healthy, balanced and nutritious. We will obtain information from parents any special dietary requirements, preferences and food allergies that your child may have to enable us to meet your child’s needs.
We are proud to have dedicated cooks who seek to provide children with homemade, nutritious meals which are in line with National Health guidelines and promote oral health. We have a seasonal 4-week rota system
Bank Hall Kindergarten Menu
| Monday | Tuesday | Wednesday | Thursday | Friday | |
|---|---|---|---|---|---|
| Week One | Fruit Platter/Rice cakes * Caribbean Chicken & Rice Apple crumble and Custard * Cheese Sandwiches Veg sticks | Fruit Platter/Breadsticks * Bean Chilli and Sweet Potato Fries Fruit Jelly and Cream * Brioche vegetable sticks | Cheese crackers/Fruit Platter * Salmon & Broccoli Pasta Bake Fruit salad and Greek Yogurt * Ham Sandwiches Veg Sticks | Fruit Platter/Homemade Scones * Cottage Pie Chocolate Whip * Cheese and Crackers Vegetable sticks | Fruit Platter/Toast * Homemade Pizza, Wedges, & Beans Rice Pudding * Rice Cakes and chicken Veg Sticks |
| Week Two | Fruit Platter/Fruit Loaf * Sausage Jacket Potato and sweetcorn Homemade biscuits * Cheese & Crackers Vegetable sticks | Fruit Platter/Toast * Cheesy Mash & Beans Forest Fruit crumble & Custard * Cheesey Scones Vegetable sticks | Fruit Platter/Rice Cakes * Lamb Curry & Naan Bread Fruit & Greek Yogurt * Pizza Fingers, Vegetable Sticks | Fruit Platter/Breadsticks * Fish Fingers, Potato wedges & sweetcorn Semolina * Ham sandwiches Veg Sticks | Fruit Platter/Ham & Rice cakes * Creamy Tomato and chicken pasta Fruit salad and Vanilla sauce * Dairylea Sandwiches Veg Sticks |
| Week Three | Fruit Platter/Toast * Sausage and Courgetti Pasta Homemade Lemon Cake * Rice Cakes with Ham Veg Sticks | Fruit Platter/Brioche * Corned Beef Hash and Veg Fruit Crumble and Custard * Sliced Bread, Cheese & Cucumber Veg Sticks | Fruit Platter/Breadsticks * Homemade Fishcakes with Beans Rice Pudding * Cream cheese crackers & Veg Sticks | Fruit Platter/Rice Cakes * Spaghetti Bolognaise Peaches & Custard * Chicken sandwiches & Vegetable sticks | Fruit Platter/Scones * Vegetable Curry, Rice and naan bread Fruit & Greek Yog * Sliced Fruit loaf Veg Sticks |
| Week Four | Fruit Platter/Breadsticks * Fish Goujons, Potato wedges and Broccoli Semolina * Dairylea Sandwiches Veg sticks | Fruit Platter/Cheese Crackers * Farmhouse Bake with Seasonal Veg, Home made Chocolate sponge & Custard * Tuna & Mayo Sandwiches Veg Sticks | Fruit Platter/Toast * Pork Ragu with Pasta Fruit salad and Vanilla sauce * Chicken Sandwiches Veg sticks | Fruit Platter/Scotch Pancakes * Cowboy Pie Homemade biscuits * Rice cakes with Ham Veg Sticks | Fruit Platter/Brioche * Hotpot, Jelly & Fruit * Pizza Fingers Veg sticks |
The selection of Vegetable sticks may include: Cucumber/peppers/carrots