Early Years Foundation Stage (EYFS)
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
The EYFS seeks to provide:
• quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
• a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
• partnership working between practitioners and with parents and/or carers;
• equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover:
• the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings;
• the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and
• assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers).
The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare.
Four guiding principles should shape practice in early years settings. These are:
• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
• children learn to be strong and independent through positive relationships;
• 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 and parents and/or carers; and
• 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.
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:
• communication and language;
• physical development; and
• personal, social and emotional development.
Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
• understanding the world; and
• expressive arts and design.
Safeguarding and Child Protection
Providers must be alert to any issues for concern in the child’s life at home or elsewhere. Providers must have and implement a policy and procedures, to safeguard children. These should be in line with the guidance and procedures of the relevant Local Safeguarding Partners (Formally Local Safeguarding Children's Board LSCB). The safeguarding policy and procedures must include an explanation of the action to be taken in the event of an allegation being made against a member of staff, and cover the use of mobile phones and cameras in the setting.
A practitioner must be designated to take lead responsibility for safeguarding children in every setting.
Our Designated Safeguarding Lead (DSL) is Beverley Smith
Our Deputy Designated Safeguarding Lead (DDSL) is Cheryl Tapper
The lead practitioner is responsible for liaison with local statutory children's services agencies, and with the Local Safeguarding Partners. They must provide support, advice and guidance to any other staff on an ongoing basis, and on any specific safeguarding issue as required. The lead practitioner must attend an advanced child protection training course and renew training every three years and
train all staff to understand their safeguarding policy and procedures, and ensure that all staff have up to date knowledge of safeguarding issues. Training made available by the provider must enable staff to identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way. These may include:
• significant changes in children's behaviour;
• deterioration in children’s general well-being;
• unexplained bruising, marks or signs of possible abuse or neglect;
• children’s comments which give cause for concern;
• any reasons to suspect neglect or abuse outside the setting, for example in the child’s home; and/or
• inappropriate behaviour displayed by other members of staff, or any other person working with the children. For example: inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images.
We are of the belief that the child's voice is an important factor and should not be ignored in any instance. A child growing up knowing that they are important, valued and listened to will have greater self-esteem, realise they have a say in life choices and know right from wrong. We will listen to all they have to say even if it causes us to have difficult conversations with parents. The welfare of the child is paramount.
To view Statutory Framework for Early Years Foundation Stage:
Where learning is so much fun telephone: 01672 562371
Ofsted registration number EY454837
Our last reported Ofsted inspection took place January 2017.
We were graded 'Good'
You are welcome to view our Ofsted Report.
Please click below for the link and enter URN EY454837
Safeguarding Notice to all parents
We liaise, consult and work with multi agencies and through links with Project Encompass, we will be advised by the Police force if there is domestic abuse/family difficulties within a family who attends our nursery and Pre-school.
In a national drive to reduce possible abuse in children under one, we will always refer a concern of bruising in non mobile babies.
Puddleducks Nursery & Pre-School
Wiltshire SN9 5EW
Tel: 01672 562371
We offer spaces for 2 year funding, Universal 15 hour and 30 hour extended funding.
Nursery & Pre-school opening times:
8am - 6pm Monday to Friday throughout the year
(excluding Bank holidays and Christmas)
To meet the needs of the community, we will offer a variety of day care options and can work to 30 minute increments.
We consider our core child care sessions to be between 9am - 5pm.
Sessions booked outside of these times will attract lower rates.
The minimum booking requirement is two 2 hour sessions per week.
Varies according to sessions booked. Please see details below.
Our pricing strategy is based on a 3-tier structure - higher dependency babies aged 0-18 months, Toddlers aged between 18-36 months and those aged 3-4 years.
All prices include nappies, formula milk (we offer Cow&Gate) and freshly prepared snacks and refreshments.
We offer cooked meals for Lunch and Tea.
Menus will be based on a three week rota, ordered in advance. Meals will incur additional charges (£2.20 for a main and dessert) Please refer to our cooked meals page
If you do not wish to take advantage of this cooked meal packed lunches and/or tea can be provided from home.
We can offer introductory (taster) sessions, to allow your child to become familiar to their new surroundings prior to starting, These are available upon request and only chargeable (at normal rates) if you leave your child with us.
We offer 10% discounts to two or more siblings attending at any one time.
For Term dates 2020/21 please click below:
Typical questions you may have
Is my 3 year old child eligible to receive 15 hours of funding?. Free early education funding can be claimed by parents of all three and four year olds. Your child becomes eligible in the first full funding period following their third birthday, for example:
A child who turns 3 between 1st January - 31st March funding starts April term.
A child who turns 3 between 1st April - 31st August funding starts September term.
A child who turns 3 between 1st September - 31st December funding starts January term.
Is my 3 year old eligible to receive 30 hours of funding? Please visit the following Government website to means test your eligibility. If approved all you need to produce is your 11 digit authorisation code plus your National Insurance number and we will do the rest. The same funding periods apply as per 15 hours.
Is my 2 year old child eligible to receive 15 hours of funding?
Parents who are in receipt of one of the following from the list below, will generally be accepted on this program. An application form will need to be completed by the parent and sent to Wiltshire Council (if you required assistance to do this please just ask and we will be happy to help):
or maybe these: