WHO IS BARROW PRESCHOOL
Barrow Village Preschool opened its doors in for the first time September 2016 following an inspiring visit to the school.
Barrow Village Preschool is a wonderful opportunity for me to put into practice over twenty years of early years experience, ideas, study and enthusiasm, knowing my provision is impacting on the future life skills and chances of young children.
Up to August 2016 I worked as an Early Years and Childcare Quality Improvement consultant within the Telford and Wrekin Local Authorities education department.
The role consisted of offering support, advice and guidance in all aspects of early years care and education to ensure children in the borough received good or better childcare and education.
Alongside this role I worked as a freelance Ofsted Early Years inspector for three years, monitoring and evaluating the quality of early years provision in the West Midlands area.
Prior to this I managed on behalf of the owner two full day care provisions for a period of twelve years.
My qualifications include Early Years Professional Status (now recognised as Early Years Teacher Status) and a BA(hons) Professional Studies in Childhood, Higher National certificate in Childhood Studies and a National Diploma in Nursery Nursing.
I am extremely passionate about early years and childcare and am committed to securing high quality care and education that children rightfully deserve.
Please continue to read below the objectives we have developed and the curriculum in which we will provide it, we look forward to meeting you in the future.
In order to meet our aims at Barrow Village Preschool we will...
Continuously evaluate the quality of teaching and its impact on children’s learning and development.
Adopt a continuous programme of professional development for all employees in order to develop and maintain a deep level of understanding about how children learn.
Monitor children’s progress through informal assessments based on observations of the children and information gathered from parents and other professionals who have regular contact with the child.
Allocate considerable time to building partnerships with parents, establishing a regular two way flow of information where parents can contribute to their child's learning and are part of the their child’s journey through preschool.
Use all available resources and equipment indoors, outdoors and in the local community so children are able to make a positive contribution to society and gain a sense of belonging.
Work in very close partnership with local schools to establish a common ethos that supports a seamless transition from preschool to school.
Nurture and support children’s emotional well being and safety, recognising and understanding each child’s varying perspectives and opinions and challenging those that cause offence.
Apply a ‘no limit’ approach to learning objectives by valuing each child’s stage of development, interests, talents and ideas and embedding those into the planning of the curriculum.
Notice, appreciate, communicate and share any achievements and efforts the children make both with them and their families.
Encourage children to develop caring and respectful friendships, acknowledging and tolerating similarities and differences, promoting good citizenship.
Set clear boundaries for behaviour and conduct where children feel safe and recognise the difference between right and wrong and know what to do and how to help keep themselves and others safeguarded.
Adopt a Key Person system where children are able to build an emotional attachment with a trusting adult where they can be confident to express themselves and in whom the parent can confide.
Continuously reflect on research and studies relevant to early years to ensure our policies and practice remains relevant, effective and purposeful.