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Key Person

We allocate a key person before the child starts. The key person is responsible for settling the child into our setting. The key person offers unconditional regard for the child and is non-judgmental. The key person works with the parent to plan and deliver a personalised plan for the child’s well-being, care and leaning. 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 child’s development with those carers. A key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home. This is done via the new tapestry system. The key person encourages positive relationships between children in their key group.We provide a back-up key person so the child and the parents have a key contact in the absence of the child’s key person. We promote the role of the key person as the child’s 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 setting, we use a variety of ways to provide their parents with information. These include written information (including our prospectus and policies), displays about activities available within the setting, an open day and individual meetings with parents. During the half-term before a child is enrolled, we provide opportunities for the child and their parents to visit the setting and attend a taster session together.

We allocate a key person to each child and their family before they start to attend; the key person welcomes and looks after the child and their 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 check all details on the child’s registration forms with his/her parents. 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.

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 will support the child and parent in whichever way we can to settle the child as quickly and smoothly as possible

Happy parents

Preschool provides an excellent warm and caring environment

5

Happy parent

Loving the changes. Pre-School is awesome. Thanks!

5

Happy parent

My child really enjoys Pre-School and is more interested in asking questions about their wold than in previous settings

5

Happy parent

Seems structured, organised and definitely with the childrens development at the centre

5

Happy parent

Observations – we get a real insight into what he achieves

5

Happy parent

I think you provide an excellent, warm and caring environment

5

Happy parent

The Pre-School is awesome, thanks!

5

Happy parent