Lord Blyton Early Years Settling in Policy
At Lord Blyton Primary School our children’s emotional well being is at the centre of our procedures developed to ensure the children experience a smooth transition from home to Nursery, Nursery to Reception and Reception to Year 1.
Settling in Nursery:
Before the children begin either the 2-3 yr old or the 3-4 yr old Nursery each family is offered a home visit. At the home visit staff will begin to get to know the child and parents will have the opportunity to discuss any concerns or issues with the staff on a 1:1 basis. The home visit is not intended to judge a household but to be an informal meeting where the nursery staff have the chance to meet the children and parents in a non threatening environment, which in turn helps the transition when the child moves to the relevant nursery classroom as they will already be familiar with the nursery staff.
In the 2-3yr olds Nursery, where there are 8 places in the morning and 8 in the afternoon available, the introductory visits last for one hour where the parents are welcome to stay, or if they feel confident leaving their child they have the opportunity to stay nearby in our school family room. The time is gradually extended for each child depending on how the individual child is settling in.
In the 3-4yr olds Nursery, where there are 13 places in the morning and 13 in the afternoon available, parents are invited to stay and play during the first hour on the first day. This gives children the opportunity to meet each other and explore their new nursery environment with the comfort of knowing their parents are not far away. During this time we are very flexible with parent’s choices to either stay with their child, or if they feel confident leaving their child they may or they can stay nearby in our school family room. After this we have found leaving the children for the full 3 hours to be most beneficial. It means children get to grips with the routine and timings straight away, however where there is a child who finds it difficult to settle, we will work closely with the parents to create a gradual integration plan to make the child feel more comfortable. We are aware that it takes a varying length of time for different children to settle and we have very strong communication links with parents to keep them informed throughout the whole process, whether this is through face to face conversations, our text message service or through our Home/Nursery Record book.
Settling in Reception:
The routine of the school day is introduced gradually, especially those aspects which take the children away from their environment, for example, P.E. and Assembly. The children are welcomed then encouraged to take off and hang up their own coats, take out any messages, books, etc. and put their own book bag in their group drawer. The children then ‘self register’ by moving their name card from their coat peg to the planning board. An official Register is then taken where social interactivity, circle time games etc. take place prior to a Literacy lesson. The children are brought back together for a Maths lesson which is followed by Phonics usually before lunch. The daily Phonics lessons use ‘Letters and Sounds’ and ‘Jolly Phonics’ resources and follows the ‘Review, Teach, Practice and Apply’ format.
All whole class activities are followed with small focussed group and individual activities rotating with child initiated play so that all the children have an opportunity to work with a practitioner. The Reception setting is organised to enable the children to become independent learners, accessing their own resources when needed. The children are encouraged (and allowed time) to tidy up areas before the end of each session.
Two boys and/or two girls may go to the toilet at any one time but must ask first and take a ‘toilet pass’ so the practitioners know where the children are in case of fire etc.
Children will be encouraged to develop a positive attitude towards people of different ethnic groups, cultures, beliefs, gender and ability.
Mrs H. Campbell February 2017
To be reviewed February 2019
See also EYFS Policy, Play Policy and Action Plan
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