Buddy System…

The idea of a buddy group is that a member of staff will always oversee your child and their needs whilst they attend Cygnets. One member of staff will oversee your child’s learning journey, help support your child to settle in to the routines, encourage them to make friendships and support them to have fun and achieve their potential. This person is known as the keyperson. At Cygnets we have a buddy system to enable your child to have an allocated member of staff at all times whilst they are at Cygnets, for those times when your key person is not available whilst your child attends, for example a staff member’s day off. Making sure their key needs are always met, the child will feel secure and the partnership between adult and child is embedded through our practice from the start. This also allows excellent continuity of care for your child, something we firmly believe in at Cygnets. The buddy groups will be as follows: Phillippa and Hannah Emma G, Lucy and Teresa Victoria, Kate and Melissa Our manager Emma Osmond is always available for you to speak with also, should you need to.

About Us…

An introduction to Cygnets…

Cygnets runs from a purpose built building set in the grounds of Westbury Leigh Primary School. This includes a large indoor playroom with children friendly toilets and a separate quiet space complete with a functioning foyer for quiet group times. We are also able to provide the children with 2 large outdoor play areas including safe climbing equipment and newly equipped safe flooring, and not to mention our fantastic new mud kitchen for the children to explore. We also benefit from a spacious and secure grassed area, ideal for the children to explore and interact with their natural environment.

Key persons

Children thrive on a base of loving and secure relationships. At Cygnets Preschool your child will be assigned a key person who is a named member of staff with responsibility to help your child to feel safe and secure. This role is an important one and the Key person has a duty to respond sensitively to the children’s feelings and behaviours and to meet the emotional needs of you child, by giving reassurance and supporting their well being. That key person is a familiar figure who is accessible and available as a point of contact, for you, the parent/carer, therefore building a firm parent partnership. Records of development of your child are also made by the Key person and are shared regularly with you the parent. “Environments are not just physical spaces because they are the atmosphere created through warm and caring relationships, where children are respected and valued, and their well being comes before anything else.”
Our aims are: To ensure all sections of our community have equal access to the preschool. To ensure a safe welcome and stimulating environment for you and your child. To enhance the development and education of children under statutory school age in partnership with parents and carers in a community based group. To support parents as their children’s first and most important educators. To liaise with parents or carers to ensure direct involvement with your child’s progress. To build a positive relationship between children and the preschool manager, key person and assistants. To provide and implement a tailored curriculum to meet your child’s individual needs To strive to promote the seven areas of learning and development as detailed in the Early Years Foundation Stage. To comply with the statutory framework for the Early Years Foundation Stage.
© Copyright 2016

Our Approach…

Learning is even more fun when you

do not know you are learning…

At Cygnets we consider ourselves as early childhood educators who provide exciting and engaging learning activities that provide key learning objectives for all children that are both fun and fuel a desire to explore and embed the child’s learning, providing a platform of early skills for the children to develop. Cygnets provide an environment with a balance of child led play and choices, where their thoughts, processes and choices are heard and recorded, as well as adult led activities to ensure all areas of the Early Years Foundation Stage are covered. Very importantly the children influence the activities with staff close by supporting and extending the children’s learning at all times.

In the moment planning…

“Children are born with a natural desire to explore and learn and practitioners can support them in this. We do this by creating an enabling environment (both physical and emotional) and through the relationships and interactions that the children experience. We do not plan ahead, rather we remain ‘in the moment’ with the children as they explore and learn. We observe carefully, and enhance the learning whenever we spot a ‘teachable moment’. Our observations, interactions and the outcomes are recorded afterwards. Child-led learning in the early years allows children to thrive while making accelerating progress. Young children learn and develop best when they are in a stimulating environment that is carefully organised and equipped to meet their needs, interests and stages of development, and where each children’s progress is carefully observed, managed and enhanced by adults who engage and interact with them to support them in making outstanding progress.” Anna Ephgrave the Nursery Year in Action 2015 We follow this simple message at Cygnets; Let the children choose what to do, join them and support them in their pursuits and then write up what has happened. In the moment planning supports OFSTED’s definition of teaching which is: ‘Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term which covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modeling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take account of their interests and dispositions to learning (characteristics of effective learning), and use this information to plan children’s next steps in learning and monitor their progress.’ Please see our information pack on “In The Moment” planning

ITM Planning link

“For a small child, there is no division between playing and learning, between the things he or she does, just for fun and the things that are educational. The child learns while living and any part of living that is enjoyable is also play”. Peneolpe Leach
Early Years Matters

Learning Journeys are now on line!!

At Cygnets, during your child’s journey of learning the staff compile a learning journey document as evidence of how your child’s experiences link to the Early Years Foundation Stage. This document is now accessible on line and you and your family can receive instant notifications every time a new observation is uploaded. If at any point you as a parent or carer wish to view your child’s learning journey please do not hesitate in speaking to a member of staff who will be more than happy to explain the process of accessing the information. www.eylog.co.uk

Our Committee…

Cygnets is supported by a parent committee who are elected by the parents at the Annual General Meeting.  This is a great way for you to be a positive part of your child’s pre-school life and there are roles to suit different strengths from the Chair and Treasurer to the fund raising and social team.  As a charity, every penny counts, and we fund raise to be able to afford resources and equipment that will benefit now and in the future. We always welcome new members at any point during the academic year, so if you have some spare time you wish to donate please come in and speak to a member of staff.