Honeys Nursery Biggin Hill

July 2015 where we were identified as an ‘Outstanding’ provision. Aims of the setting:

To provide high quality, consistent care and education for children below statutory school age. The setting creates an enabling environment in which children learn and develop, working in partnership with parents helps children to learn and make good progress. As a setting we offer a service that promotes equality and values diversity. Parents
Here at Honeys Nursery we recognise parents as the first and most important educators of their children; parents are regarded as members of our setting who have full participatory rights. These include a right to be valued, respected, kept informed, consulted, involved and included at all levels. We see parents as partners in helping each child to learn and develop. There are many ways in which parents take part in making the setting a welcoming and stimulating place for children and parents, such as:
exchanging knowledge about their children's needs and interests, sharing progress with the staff, helping within sessions, sharing their own special interests with the children, helping to provide, make and look after the equipment and materials used in the children's play activities, 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. Child protection

We aim to provide a safe stimulating environment, whereby children feel secure and can thrive. We will comply with the Local Authorities and National child protection procedures to ensure all staff are suitable and appropriately trained. Safeguarding children
Honeys Nursery has a duty under the law to help safeguard children against suspected or actual ‘significant harm’. Our employment practices ensure children are protected against the likelihood of abuse in our settings and we have a procedure for managing complaints or allegations against a member of staff. Our way of working with children and their parents ensures we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty. Keypersons
Honeys Nursery uses a keyperson approach. This means that each member of staff has a group of children for whom she is particularly responsible. When your child first starts at the setting, the keyperson will help your child to settle and will continue to monitor your child throughout their time at the setting, she will help your child to benefit from the setting's activities. Every child is unique and learns in different ways. The keyperson makes sure each child makes good progress, is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do. Children's development and learning
We aim to develop children to have a positive approach to learning and finding out about the world around them, to have confidence in themselves and their ability to do things, to value their own achievements. At Honeys Nursery we strive to enable children to build friendships with other people, both children and adults and to develop their communication skills to allow them to share experiences. The learning environment enables children to develop holistically over the seven areas of development within the Early Years Foundation Stage:
Personal Social and Emotional
Communication and Language
Physical
Literacy
Mathematics
Understanding the World
Expressive Arts and Design

At Honeys Nursery our approach to learning is understanding that children are active learners, that they enjoy playing and exploring, they think creatively and critically. The environment supports children’s learning through play, with adult led activities as well as child initiated activities. The session
We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others. Our Forest School and other outdoor activities contribute to children's health, their physical development and their knowledge of the world around them. The children have the opportunity and are encouraged, to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor playroom(s). Mud Kitchen, Forest School,
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Assessment
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from
photographs of the children, to document their progress. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development. We make periodic assessment summaries of children’s achievement based on our ongoing observations. These form part of children’s learning journeys. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. The Early Years Foundation Stage requires practitioners to review children’s progress in the prime areas and share a summary with parents at two points, between the ages of 24 and 36 months and at the end of the EYFS. Opening Times
We are open for 49 weeks each year
We are closed for 10 working days in August and 5 between Christmas and the New year and all bank holidays
We are open for 5 days a week
Opening times: 7am-6pm

Learning opportunities for adults
As well as gaining qualifications in early years care and education, the settings staff take part in further training to help them to keep up-to-date with thinking about early years care and education. The setting also keeps itself up-to-date with best practice in early years care and education, as a member of the Pre-school Learning Alliance, and National Day Nursery association as well as through the Under 5 magazine and publications produced by the Alliance. From time to time the setting holds learning events for parents. These usually look at how adults can help children to learn and develop in their early years. Courses on similar topics are held locally by the Pre-school Learning Alliance; watch out for information about these. Snacks and meals
The setting makes snacks and meals a social time at which children and adults eat together. We plan the menus for snacks and meals so that they provide the children with healthy and nutritious food. Do tell us about your child's dietary needs and we will make sure that these are met








Policies

Copies of the setting's policies and procedures are available for you to see at the setting. The setting's policies help us to make sure that the service provided by the setting is a high quality one and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents. The staff and parents of the setting work together to adopt the policies and they all have the opportunity to take part in the annual review of the policies. This review helps us to make sure that the policies are enabling the setting to provide a quality service for its members and the local community. Special needs

As part of the setting's policy to make sure that its provision meets the needs of each individual child, we take account of any special needs a child may have. The setting has regard to The Special Education Needs and Disability Act 2001, The Disability Discrimination Act 1995 and The Special Educational Needs Code of Practice (2014). We also have weekly sessions from


Staff
The staff who work at our setting are:

Name and length of time on team Job Title Qualifications
Tonia Say
Since opened Owner designated child protection co-ordinator, Forest school leader, Health and Safety Officer NNEB
Elaine Harding
Since opened Manager designated first aider, EYFS co-ordinator, Level 5
Claire Wildbore
Since opened Deputy Manager, designated special educational needs co-ordinator, Level 6
Emma Grace
2000 Honeys group qualified assistant designated equal opportunities co-ordinator Level 3
Carol Suter
2003 Bumbles group room leader and Session Manger Level 3
Danielle Frost
2005 Kids Club Session Manager Babies and Toddler