"Education is the most powerful weapon which   you can use to change the world". Nelson Mandela
Staff and Parents working together​


Our setting aims to:


  •   provide high quality care and education for children below statutory school age;

  •   work in partnership with parents to help children to learn and develop;

  •   add to the life and well-being of the local community promoting British values; and

  •   offer children and their parents a service that promotes equality and values diversity.




Parents are regarded as members of our setting who have full participatory rights. These include a right to be:

  •   valued and respected;

  •   kept informed;

  •   consulted;

  •   involved; and

  •   included at all levels.


*As a community based, voluntary managed setting, we also depend on the good will of parents and their involvement to keep going. Membership of the setting carries expectations on parents for their support and commitment.

The Early Years Foundation Stage​


The Early Years Foundation Stage

The provision for children's development and learning is guided by the Early Years Foundation Stage (DfE 2012).

Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage.


A Unique Child

 -  Every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured.


Positive Relationships

 -  Children learn to be strong and independent through positive relationships.


Enabling Environments

 -  Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.


Learning and Development

 -  Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.


How we provide for development and learning

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.


The Areas of Development and Learning comprise:

Prime Areas

  •    Personal, social and emotional development.

  •    Physical development.

  •    Communication and language.


Specific Areas

  •   Literacy.

  •   Mathematics.

  •   Understanding the world.

  •   Expressive arts and design.





Policy Statement


At Magpie Pre-School, we believe that all children have a right to a broad and balanced early years curriculum.  We welcome all children, regardless of their individual needs and we aim to welcome them to an inclusive setting.  In order to achieve this, we work closely with the children, their parents or carers and other agencies if this is necessary.


We aim to identify any difficulties a child might have and to work with the child and their parents or carers to address those difficulties.


Our Special Educational Needs Co-ordinator or SENCO is Michelle Carlton and she will co-ordinate the day to day provision of education for children with Special Educational Needs.


  •  We have regard for the Special Education Needs & Disability Code of Practice (DfE & DoH 2014).

  •   We ensure our provision is inclusive to all children with special educational needs.

  •  We support parents and children with special educational needs and disabilities(SEND).

  •  We identify the specific needs of children with special educational needs and meet those needs through a range of SEND strategies.

  •  We work in partnership with parents and other agencies in meeting individual children's needs.

  • We monitor and review our policy, practice and provision and, if necessary, make adjustments.

  • All practitioners in the setting understand their responsibilities to children with SEND and the setting’s approach to identifying and meeting SEND. All practitioners are alert to emerging difficulties and respond early. Procedures

  • We ensure that the provision for children with special educational needs and disabilities is the responsibility of all members of the setting.

  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.

  • On-going formative assessment will be used as part of a continuous process for assessing, planning, implementing and reviewing children’s progress. If during this process a child is identified as having difficulty with one or more areas of learning and development, their key person should first try implementing some simple strategies.

  • For most children, simple differentiated approaches will be enough to help them develop, however if despite this they still have significantly greater difficulty in learning than their peers or a disability that prevents or hinders a child from making use of the facilities and requires special educational provision, suitable special educational provision should be made through a graduated approach.

  • The graduated approach involves a continuous cycle of assess, plan, do and review applied in increasing detail and frequency to ensure the child progresses.

  • We work closely with parents of children with special educational needs to create and maintain a positive partnership.

  • We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.

  • We provide parents with information on sources of independent advice and support.

  • We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.

  • We provide a broad, balanced and differentiated curriculum for all children with special educational needs.

  • We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.

  • We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.

  • We provide resources (human and financial) to implement our Special Educational Needs Policy.

  • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Action Plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints.

  • We monitor and review our policy annually.



Complaints about our SEND provision: If parents or carers have a complaint about the way we are working with their child who has SEND, they should speak to the key worker initially, and if they are still not happy, they should approach the SENCO.  She will look into the problem and report back.  If parents/carers continue to be dissatisfied, the SENCO will refer the matter to her line manager to take further action as appropriate.




Magpie Pre-school’s work with children and families often brings us into contact with private and confidential information. At this setting it is our intention to respect the privacy of children and their families whilst ensuring every child’s welfare and safety remains paramount. To ensure that all those using and working in the group can do so with confidence, we respect confidentiality in the following ways: -


1.       No member of pre-school staff is permitted to discuss the development or progress of any child in the pre-school, unless it is with that child's parent/carer, another member of staff, or outside agencies who are required to know the information.

2.                 Any concerns raised with a key person by a child’s parent/carer, must be regarded as confidential information.

3.                 If any member of staff has a concern about a child in their key group, they must report their concerns directly to the Manager/ Deputy Manager. This information should remain within the setting, although if outside agencies need to be informed parents/carers permission must be sought (unless for Child Protection reasons this is not thought necessary).

4.                 All practitioners and managers should follow the guidelines on Information Sharing as set out by HM Government in Leading Integrated Working for Children and Young People Folder.

5.                 All observations carried out by staff must be filed into a separate folder for each child.

6.                 Accidents should be recorded in the Accident Book on a separate page for each child.

7.                 The Confidential Incident Book should also have a separate page for each child and remain in a locked cabinet when not in use.

8.                 In order that the setting complies with the Data Protection Act 1998, they must register as a Data Controller with the Information Commissioner’s Office and follow their guidelines for Data Protection.





9.                 Staff should not discuss the children or setting on Facebook or any other social networking site and should adopt high standards of personal conduct in order to maintain the confidence and respect of the public in general and all those with whom they work.

10.             During their induction period, new staff members will be made aware of the importance of confidentiality within the group. All staff within the setting (including students, volunteers and cleaning staff) will be advised of our confidentiality policy and made aware they are required to respect it.




We aim to provide a warm and caring environment within which all the children can learn and develop as they play, providing the highest quality education and care for all children.


We welcome each individual child and family, who we believe are entitled to expect courtesy, and prompt careful attention to their needs and wishes.  Our intention is to work in partnership with parents and welcome suggestions on how to improve our group at any time.




A parent, who has any worries or anxieties with the pre-school provision, should first talk it over with the pre-school Manager.


If this does not have a satisfactory outcome within a couple of weeks, or if the problem reoccurs, the parent should put the concern or complaint in writing and request a meeting with the pre-school Manager and the Chair of the Committee.  Both the parent/s and the Manager should have a friend or partner present if required and an agreed written record of the discussion should be made.


The pre-school will notify complainants that an outcome of investigation will be known within 28 days of having received the complaint.






If this matter is still not sorted out to the parent’s satisfaction, the parent should again contact the Chair of the pre-school committee.


If the parent and group cannot reach agreement, it might be helpful to invite an external third party, one that is acceptable to both parties, to listen to both sides and offer advice.  The third party has no legal powers but can help to clarify the situation.


The third party will keep all discussion confidential.  The third party will meet with the group if requested and keep written records of any advice that she/he has given.





Any complaint that a member of staff has with the group should be addressed to the Manager or Deputy.  If it is inappropriate to inform the Manager/Deputy concerns should be raised with the Chair of the Committee.  Grievances will then be noted and if needed put to the Committee. All complaints should be put in writing.


The role of registering authority  


In some circumstances, it will be necessary to bring in the local authority registration and inspection unit.  The registering authority would be involved if a child appeared to be at risk or where there seemed to be a possible breach of registration requirements.  In these cases both parent and pre-school would be informed, and if appropriate the Social Services department, to ensure a proper investigation of the complaint followed by appropriate action.


We believe that most complaints are made constructively and can resolved at an early stage.  We believe that it is in the best interest of the pre-school and parents that complaints should be taken seriously and dealt with fairly and in a way which respects confidentiality.


Ofsted contact address: -

Early years


National Business Unit

Piccadilly Gate

Store Street


M1 2WD


TEL:  0300 123 1231



§  A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed.

§  The outcome of all complaints is recorded in the Complaints Record folder which is available for parents and Ofsted inspectors on request.