Partnership With Families


How parents take part in the setting


Our setting recognises parents as the first and most important educators of their children. All our staff see themselves as partners with parents in providing care and education for their children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:

  • exchanging knowledge about their children's needs, activities, interests and progress with our staff;

  • contributing to the progress check at age two years and nine months;


  • sharing their own special interests with the children;

  • helping to provide and look after the equipment and materials used in the children's play activities;

  • being part of the management of the setting where appropriate;

  • taking part in events and informal discussions about the activities and curriculum provided by the setting;

  • joining in community activities, in which the setting takes part; and

  • building friendships with other parents in the setting.

Joining in


Parents can offer to take part in a session by sharing their own interests and skills with the children. Parents have visited the setting to talk about their job for example firefighter, nurse, paramedic, lifeguard, vet and to bring in things that are of interest such as pets and musical instruments.


Key person and your child


Our setting uses a key person approach. This means that each member of staff has a group of children for whom she is particularly responsible. Your child's key person will be the person who works with you to make sure that the childcare that we provide is right for your child's particular needs and interests. When your child first starts at the setting, she will help your child to settle and throughout your child's time at the setting, she will help your child to benefit from our activities. We carry out home visits in September as well as parent evenings throughout the year.

Special Needs

To make sure that our provision meets the needs of each individual child, we take account of any special needs a child may have. We work to the requirement of the Special educational needs and disability code of practice: 0-25 years (2015). We liaise on a regular basis with our area inclusion officer and we will make contact with other agencies as and when necessary Our Special educational needs coordinator is Tina Fearnley. She is continually updated with any training as and when necessary. 


To find out more, download our prospectus