The College of West Anglia

Our policies

Coming to nursery is often a child’s first venture alone into the larger world and the experiences they have creates strong and lasting foundations. We believe it is essential that these first experiences are of the highest quality. By working in true partnership with parents we aim to provide a warm, friendly, stimulating environment which is an extension of home.

Registration

If you are interested and would like to take a look around the nursery, register your child or be placed on Applewood Nursery’s waiting list, please contact the manager on 01553 815 348 or email applewood@cwa.ac.uk.

Sessions and Fees

All prices are per day; payment is due for the first month at time of booking, thereafter monthly in advance normally by direct debit, or proof of direct funding is required.

Under 3s

  • Full Day (incl. lunch and dinner) 8:00 - 17:30: £44.50
  • Morning (incl.g lunch) 8:00 - 13:00: £25.00
  • Afternoon (incl. dinner) 13:00 - 17:30: £21.00

3+

  • Full Day (incl. lunch and dinner) 8:00 - 17:30: £39.50
  • Morning (incl. lunch) 8:00 - 13:00: £24.00
  • Afternoon (incl. dinner) 13:00 - 17:30: £20.00

Please Note: Late collection of the child beyond the agreed time will be charged at the hourly rate for every 15 minutes beyond that time.

Sessions and Fees

All prices are per day; payment is due for the first month at time of booking, thereafter monthly in advance normally by direct debit, or proof of direct funding is required.

Under 3s

  • Full Day (incl. lunch and dinner) 8:00 - 17:30: £44.50
  • Morning (incl.g lunch) 8:00 - 13:00: £25.00
  • Afternoon (incl. dinner) 13:00 - 17:30: £21.00

3+

  • Full Day (incl. lunch and dinner) 8:00 - 17:30: £39.50
  • Morning (incl. lunch) 8:00 - 13:00: £24.00
  • Afternoon (incl. dinner) 13:00 - 17:30: £20.00

Please Note: Late collection of the child beyond the agreed time will be charged at the hourly rate for every 15 minutes beyond that time.

Early years foundation stage (EYFS)

The formative years of your child’s life are key to their ongoing educational, physical and social development and it is fundamentally important to us that we give your child the very best possible beginning. We recognise the importance that nursery staff play by having a thorough understanding of how your child develops and learns. We also commit to investing annually in resources and equipment.

 

The EYFS Framework is statutory and sets the standards that all early years providers must meet to ensure that children learn, develop and are kept healthy and safe. It is a stage of children’s development from birth to the end of their first year in school (reception). The EYFS framework describes how early years practitioners should work with children and their families to support development and learning.

 
 

Children do best when parents and professionals work together. Practitioners should be asking you about your child and sharing information with you about your child’s progress. Understanding what your child is doing when they are with others will help you to notice how well they are developing and learning. The part you play in their learning, and the choices you make, will make a difference to their future. The EYFS is based around a number of principles:

  • A unique child: every child is a competent learner from birth, who can be resilient, capable, confident and self-assured
  • Positive relationships: children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
  • Enabling environments: the environment plays a key role in supporting and extending children’s development and learning
  • Learning and developing in different ways and at different rates: children develop and learn in different ways and at different rates and all areas of learning and development are equally important and interconnected
 

Safeguarding and other policies

Applewood Nursery aims to provide high quality education and care for all our children. We welcome individual children and families to a warm and caring environment enabling children to learn and develop as they play. Our intention is to work with parents/carers and we welcome suggestions on how to improve every aspect of our service. Applewood Nursery takes your comments seriously and will endeavour to deal with them promptly and fairly while respecting confidentiality; for further information click here.

To promote positive outcomes for all children, we are committed to building open and supportive professional relationships with families. Everyone working in the setting has a ‘duty of care’ to keep children safe and protect them from harm. This means that all adults have a duty to report child protection or welfare concerns to Children’s Services or the police.

All of Applewood Nursery’s policies and procedures are available on our website and in the nursery reception area for parents/carers to read.

Funding support for childcare

If you are working, preparing to work or in education you might be eligible for help with childcare costs.

We are happy to provide indicative costs based on different models but these must be pursued thereafter by individuals to determine eligibility. We must stress that these are indicative costs subject to your final approval on any scheme. Applewood Nursery can provide information about potential funding support but is unable to give advice as to which funding option to choose.

Current areas of support for funding from September 2018 (please note these change regularly) include:

 

Offers up to 15 hours per week for an agreed duration between 38 and 43 weeks for all 3 and 4 year olds. Please note some 2 year olds will be eligible if parents are in receipt of certain benefits; please enquire for further details.

If you are eligible for 30 hours of free childcare over 38 weeks (1140 hours per year), we will be offering 24 hours per week for 47.5 weeks of the year.

 
 

These schemes provide added benefit to meeting the costs of childcare. We recommend you explore the details of both schemes to determine which is going to provide the best cost benefit.

For students there are a range of support grants available to you depending on whether you are studying at further or higher education level. These include:

  • Care to learn: For those who are under 20 years of age at the start of their course and who are studying on a further education (FE) programme
  • Learner support fund: Those aged 20 years and over studying an FE programme may be eligible for financial support through the college’s Learner Support Fund (LSF)
  • Childcare grants: Full-time higher education students who are eligible for student finance can apply for childcare costs. For students we recommend that you explore the government website gov.uk for more information.
 

British Values

At Applewood Nursery we embed the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs within our curriculum, in compliance with the 2014 Early Years Foundation Stage.

To help demonstrate what this means in practice, here are some examples:

 

As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:

  • Managers and staff can encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands.
  • Staff can support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.
 
 

As part of the focus on managing feelings and behaviour:

  • Staff can ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.
  • Staff can collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.
 
 

As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:

  • Children should develop a positive sense of themselves. Staff can provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
  • Staff should encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.
 
 

As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:

  • Managers and leaders should create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
  • Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
  • Staff should encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
  • Staff should promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

What is not acceptable is:

  • actively promoting intolerance of other faiths, cultures and races
  • failure to challenge gender stereotypes and routinely segregate girls and boys
  • isolating children from their wider community
  • failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs