Learning Experiences
Within the group all children are supported in developing their potential at their own pace by means of appropriate play activities and a high level of adult input. We offer learning experiences leading to nationally approved learning outcomes and prepare children to progress to the national curriculum at the age of five.

Language and literacy. In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening and by hearing and responding to stories, songs and rhymes. Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and, when they are ready, to use drawn and written symbols for themselves. The book corner gives every child the opportunity to become familiar with books, able to handle them and aware of their uses, both for reference and as a source of stories and pictures.

Crudwell Pre-School is a community group, managed by a committee of elected volunteers. We are registered with Ofsted, members of the Pre-School Learning Alliance and a Registered Charity. Our latest Ofsted Report is available on request.

Our aims are to enhance the development and education of children under school age in a parent involving community based group, within a safe, secure and stimulating environment. We are able to offer a spacious child friendly stimulating environment including an all year round outdoor play area with safety surface.

We can offer your child a programmed curriculum leading to approved learning outcomes where learning through play is fun. Our high adult to child ratio ensures individual care and attention whilst having fun and making new friends with other children and adults. We can offer your family opportunities to become involved in the activities of the group and in your own child’s progress.

The principles to which we work at Crudwell Pre-School are the recognition that the whole child is important; that social, emotional, intellectual and moral development are all inter linked, and that learning cannot be compartmentalised under subject headings. Self motivation is encouraged, as are independence and self-discipline, learning through example set by peers and adults. The child’s education is seen as an interaction between the child and the environment, which includes people as well as materials and knowledge.

enjoyment in the use and development of their own bodily skills. A very high level of adult supervision enables children safely to create and meet physical challenges, developing increasing skill and control in moving, climbing and balancing. At the same time, children are supported in the development of the fine motor skills required to use tools, including pens and pencils, and to handle small objects with increasing control and precision.

Creative development. Children are encouraged to use a wide range of resources in order to express their own ideas and feelings and to construct their individual response to experience in two and three dimensions. Art equipment, including paint, glue, crayons and pencils as well as natural and discarded resources, provides for open-ended explorations of colour, shape and texture and the development of skills in painting, drawing and collage. Children join in with and respond to music and stories and there are many opportunities for imaginative role-play, both individually and as part of a group.

Personal and social development. All children are individually supported in developing confidence, independence and self-respect. They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults. Through activities, conversation and practical example, they learn acceptable ways to express their own feelings and to have respect for the feelings of others. All children are given the opportunity, as appropriate, to take responsibility for themselves and also for the group, its members and its property



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Mathematics. By means of adult-supported practical experience, children become familiar with the sorting, matching, ordering, sequencing and counting activities that form the basis for early mathematics. Children are assisted to learn and use the vocabulary of mathematics: identifying objects by shapes, position, size, volume and number. Songs, games and picture books help children become aware of number sequences.

Knowledge and understanding of the world. A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe the features of objects and substances, recognising differences, patterns and similarities, and to share and record their findings. Children are assisted in exploring and understanding their environment, both within the group and also in the wider community. A range of equipment enables children to extend their technological understanding to achieve their intentions and to solve problems.

Physical development. A range of equipment and opportunities allows children to develop confidence and

Although the pre-school morning is structured, no two sessions are the same. Each week has a theme, such as ‘the weather’ or ‘time’. These themes are then reflected within the creative activities, songs, stories and games throughout the morning. The children are encouraged to bring an example of the theme to pre-school, and are given the opportunity to show the rest of the group and tell them about it.

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Staff - At Crudwell Pre-School we are proud of the high ratio of adults to children in our group. This ensures individual attention to the needs and development of each child. We always have a ratio of 1:6 and it’s usually 1:4 adults to children. The staff on a usual morning will consist of one supervisor, one or two Pre-School assistants and one parent from the rota.

Our keyworker system gives each member of staff particular responsibility for just a few children, via a small group. Each child in the group has one special adult to relate to, which can make settling into the group very much easier.

Availability of Staff - The Staff know that it is important to have regular communication with parents/carers and try to make themselves available as often as possible for you to talk to them. If you have an urgent matter to talk about at the beginning of the Pre-School session, please discuss it with the member of staff on the door. All members of staff are available to discuss any matter relating to your child after the session is over or a specific appointment can be made if you prefer.

Complaints - We hope that these are few and far between but should you have a complaint please first mention this to the Supervisor. Your next port of call would be the Chair of the Committee who has overall responsibility for the Pre-School and employs the staff. You always have the ability to talk to Ofsted.

Ofsted Early Years Team
1 The Square, TempleQuay, Bristol BS1 6FA - Tel: 0845 601 4771 (Mon - Fri 9.00am - 5.00pm)

Parents Rota - Research has shown that children learn better when their parents are involved. Our rota system involves all parents in helping in the group on a regular basis. This helps to maintain the high ratio of adults to children in our pre-school, guaranteeing individual care and attention for each child, and keeps the fees down. It also gives parents the opportunity to take an active part in the group, to see what happens there and to talk about it afterwards with their child. In addition, the rota system provides a valuable opportunity for all children to see their own parents/carers in a new role. Your name would appear on the rota usually twice every half term.

choose not to participate on the Parent Rota for a fee of £10 per Parent Helper Session. If you cannot take part in the rota then we ask you to arrange for another parent to do your duties. Non-attendance where you have not found a replacement from the list of helpers will also attract the fee to cover the cost of employing someone for that morning. Heavily pregnant mums and mums with very young babies are usually excused from the list. Although younger siblings may accompany parents on parent helper duty, may we remind you that our insurance cannot cover any mishaps in the kitchen – please take the same care as you would at home.

Policies < top of page
A list of all our policy statements are shown below. We encourage every family to read them; the policy documents are always available so please ask a member of staff or committee member for the file.

Admissions Policy
Discipline and Behaviour Policy
Complaints Policy and Procedure
Confidentiality Policy
Equal Opportunities Policy
Parental Involvement Policy
Safety Policy and Practice
Special Needs Policy
Staffing and Employment Policy
Child Protection – Policy and Procedures
Equipment and Toys Policy
Payment of Fees Policy
Health and Hygiene Policy
Accident and Emergency Policy
General Information and Conditions Policy

All our policies are designed to offer the best possible experience for the children and families in the group. Our policies are reviewed on a regular basis and comments and suggestions from parents are always welcome.
Admissions and Settling In, Policy and Practice
It is our intention to make our pre-school genuinely accessible to children and families from all sections of the local community. In order to accomplish this, we will:

Ensure that the existence of the pre-school is widely known in all local communities. We will place notices advertising the pre-school in places where all sections of the community can see them, in more than one language if appropriate.
Describe the pre-school and its practices in terms which make it clear that it welcomes both fathers and mothers, other relations and carers, including childminders and people from all cultural, ethnic, religious and social groups, with and without disabilities.
Make our equal opportunities policy widely known.
Be flexible about attendance patterns so as to accommodate the needs of individual children and families.

We want children to feel safe and happy in the absence of their parents, to recognise other adults as a source of authority, help and friendship and to be able to share with their parents afterwards the new learning experiences enjoyed in the pre-school. In order to accomplish this, we will:

Encourage parents to visit the pre-school with their children during the weeks before an admission is planned.
Reassure parents whose children seem to be taking a long time settling in the pre-school.
Introduce flexible admission procedures, if appropriate, to meet the needs of individual families and children. We will also be happy to discuss finance options where needed.
Make clear to families from the outset that they will be supported in the pre-school for as long as it takes to settle their child there.
Encourage parents, where appropriate, to separate from their children for brief periods at first, gradually building up to longer absences.

Children cannot play or learn successfully if they are anxious or unhappy. Our settling procedures aim to help parents to help their children to feel comfortable in the pre-school, to benefit from what it has to offer, and to
be confident that their parents will return at the end of the session/day.

Special Needs < top of page
The number of adults present in the pre-school enables us to provide individual attention for each child. Each child is able to progress at her/his own rate in all areas of development, and this is true for children with and without disabilities or learning difficulties. If you would like to discuss the group’s ability to meet your own child’s special needs, please talk to our supervisor.

Special Needs Policy - Our pre-school aims to have regard for the DfEE Code of Practice on the Identification and Assessment of Special Educational Needs, and to provide a welcome, and appropriate learning opportunities, for all children.

Children with special needs, like all other children, are admitted to the pre-school after consultation between parents, pre-school leader and keyworker.
Our system of observation and record keeping, which operates in conjunction with parents, enables us to monitor children’s needs to progress on an individual basis.
Our keyworker system ensures that each adult is specially responsible for, and close to, just five or six children, so each child receives plenty of adult time and attention.
If it is felt that a child’s needs cannot be met in the pre-school without the support of a one-to-one worker, funding will be sought to employ one.
We work in liaison with staff outside the group, including therapists, health visitors, psychologists, social workers, paediatricians and Portage workers, to meet children’s specific needs.
Our staff attend whenever possible in-service training on special needs arranged by the Pre-School Learning Alliance and other professional bodies.

Equal Opportunities Policy - The Pre-School Learning Alliance is committed to helping pre-schools provide equality of opportunity for all children and families. As a member of the Alliance,CrudwellPre-School works in accordance with all relevant legislation, including

Disabled Persons Acts 1958, 1986
Race Relations Act 1976
Sex Discrimination Act 1986
Childrens Act 1989

We believe that the group’s activities should be open to all children and families, and to all adults committed to their welfare. We aim to ensure that all who wish to work in, or volunteer to help with, our pre-school have an equal chance to do so.
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Opening Times - CrudwellPre-School is open Monday, Wednesday and Friday mornings from 9.15am to 12.15pm. From time to time we offer optional lunch club sessions on Mondays, Wednesdays and Fridays from 11.45-12.15, at an extra fee.

Fees - are £6.50 per session and are payable half-termly in advance. Fees continue to be payable if a child is absent without notice or for a short time. In cases of prolonged absence, parents should consult the management/committee about fee payment. Each child’s attendance at the group is conditional upon continued payment of any necessary fees. We reserve the right to re-offer a child’s place after non-payment of fees. We are part of the Wiltshire early Years Development Plan which funds us directly for children in the 3 terms following their fourth birthdays. This means your child receives a free place if eligible! Assistance with payment and flexible payment arrangements may be possible. Please enquire and please see Policy Folder for further terms and details of notice.

Starting at Pre-School
A child who is tense or unhappy will not be able to play or learn properly, so it is important for parents and pre-school staff to work together to help the child to feel confident and secure in the group. This takes longer for some children than for others and parents should not feel worried if their child takes a while to settle.

What to wear - In order to feel free to explore and experiment with all kinds of materials, including messy ones, it is best to send children dressed in clothes which are easily washable or not too new. It would also be appreciated if clothes are marked with the child’s name.

Shoes should be suitable for safe play when on the climbing frame. We can provide spare clothes on loan if there is an accident. Pre-School T-shirts are available for purchase.

It is good for children to practise the skills that will make them independent. Simple clothing which they can handle themselves will enable them to go to the toilet when they want to and to put on and take off their outdoor clothes without being too dependent on other people’s help.

Potty Training - As a general principal we ask that all children who attend are potty trained. If, however, your child is still prone to the odd ‘accident’ we ask that they wear ‘pull-ups’. We do not have facilities for changing nappies.

Refreshments - During the morning the children are provided with a drink of chocolate milk or squash and a small snack (e.g. a piece of fruit or a biscuit). Please let us know of any allergies or strong dislikes you child may have.

Crudwell School - We have a close liaison with the school. Our holidays in the main run along side those of the school with the exception of the school in-service days when pre-school remains open. We also have contact with the reception class teacher, who visits from time to time. Before your child starts school they will join our Ready For School Group which follows a structured programme to develop reading, writing and number skills and an introduction to simple science. This group works in a separate room for part of the morning.

Coming to Pre-School - We hope you will visit us with your child prior to starting at CrudwellPre-School to get to know us and enable your child to adjust to the new environment gradually. If the person collecting your child will be someone other than yourself, please inform the staff at the start of the session and write it in the book provided.
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We hope that your child’s time in pre-school will be a very happy productive one. If you have any queries or if we can be of any help, please contact the staff or committee at any time.

Fund Raising and Social Events - As a registered charity we have to do a certain amount of fund raising to cover our high overheads, costs and to provided equipment. Events are published on the notice-board and parents/guardians are asked to support them. Regular newsletters are issued giving information about topics, fund raising events, socials and term dates. Events arranged for the children have included: visits to Westonbirt Arboretum, a summer outing, a Christmas Party and Nativity Play, visits to Jungle Bungle and a sports day in the summer.

Village Hall: 01666 577764
(as this is the public telephone number, please give us time to answer)

Supervisor – Helen McKenna: 01666 577789
Chairperson – Annette McLaren: 01666 577105


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