Our mission

Welcome to Five Wents Pre-school.

There has been a pre-school playgroup at the Five Wents Memorial Hall since 1972 and I was very lucky and excited to have opened the new Pre-School in the community in September 2018.  My name is Sasha, I am the owner and manager, and I attended Five Wents when I was a young child and my Mum worked there for a number of years. We are situated in a rural area between Swanley and Hextable.  

We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.

This website aims to provide you with an introduction to Five Wents Pre-School, our routines, our approach to supporting your child’s learning and development and how we aim to work together with you to best meet your child’s individual needs. This should be read alongside our Childcare Terms and Conditions for a full description of our services.

Our setting aims to:

• create an environment where children feel safe, secure and happy;
• provide a curriculum that meets the needs of all of our children;
• offer experiences of awe and wonder of the world in which we live to our children;
• give essential knowledge that children need to prepare them for their future success;
• ensure all children make progress in their learning and development in readiness for their next step;
• work in partnership with parents to help children to learn and develop;
• add to the life and well-being of the local community; and
• offer children and their parents a service that promotes equality and values diversity.

Our intent is for our children to be:

• Happy
• Engaged
• Curious

The way that we implement this will vary as each child’s experiences and learning will be unique to each unique child.  Each child comes to us with different experiences and we build upon these.

We aim to implement this learning based on each child’s interests, which are discovered through observations and our strong relationships with parents/carers.  We aim to build warm and positive relationships between children and their key worker, alongside a child centred, enabling environment to support and guide each child’s experience.

By the time our children leave we hope our impact will mean our children will be:

• Confident
• Resilient
• Have an understanding of self regulation
• Independent
• Creative thinkers
• Effective communicators

Parents

You are regarded as members of our setting who have full participatory rights. These include a right to be:

• valued and respected
• kept informed
• consulted
• involved
• included at all levels

Children's development and learning

We aim to ensure that each child:

• is in a safe and stimulating environment
• is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer helpers
• has the chance to join in with other children and adults to live, play, work and learn together
• is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do
• has a personal key person who makes sure each child makes satisfying progress
• is in a setting that sees parents as partners in helping each child to learn and develop
• is in a setting in which parents help to shape the service it offers

To view our recent Ofsted Inspection Report, please visit:

Ofsted | Five Wents Preschool Playgroup

Please visit our Youtube channel for a vitural tour:

https://www.youtube.com/watch?v=6Cj-zP1hJp0

Staff

My name is Sasha Tadman, I attended a playgroup at Five Wents when I was a young child and my Mum worked there, under previous owners, for a number of years.  I am very passionate about the importance of a Pre-School at Five Wents and understand the benefits it has to the local community.

I have been a Primary School teacher since 2001 when I graduated from Brunel University with a BA (HONS) in Primary Education.  I have taught Year 1, 2 and 3.  In 2011, I went to Laban Conservatoire of Music and Dance part time and I graduated with a Diploma in Dance Teaching and Learning.  I ran a dance school in Kent, called 'All Stylz Dance' since 2008.  I offered children aged 3-18 the opportunities to perform and take exams following the IDTA Freestyle Syllabus.

All of our staff have a valid DBS and are on the update service.  We all undergo continuous professional development.  The staff who work at our setting are:

Early Years Foundation Stage

The Early Years Foundation Stage

Provision for the development and learning of children from birth to five years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2021):

A Unique Child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Positive Relationships

Children learn to be strong and independent through positive relationships.

Enabling Environments

Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners, parents and/or carers.

Learning and Development

Children develop and learn 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 (SEND).

How we provide for learning and development

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Learning and Development comprise:

Prime Areas

Personal, social and emotional development.

Physical development.

Communication and language.

Specific Areas

Literacy.

Mathematics.

Understanding the world.

Expressive arts and design.

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.

We refer to non-statutory curriculum guidance to support our professional judgment as we assess each child’s progress and level of development as they progress towards the Early Learning Goals. We have regard to these when we assess children and plan for their learning by creating a curriculum that is ambitious and meets every child’s needs. Our educational programmes support children to develop the knowledge, skills and understanding they need for:

Personal, social and emotional development

self-regulation

managing self

building relationships

Physical development

gross motor skills

fine motor skills

Communication and language

listening, attention and understanding

speaking

Literacy

comprehension

word reading

writing

Mathematics

number

numerical patterns

Understanding the world

past and present

people, culture and communities

the natural world

Expressive arts and design

creating with materials

being imaginative and expressive

Our approach to learning and development and assessment

We encourage learners to be curious and creative.  Through exploring the children’s own curiosities and interests can lead to a greater understanding and desire to learn.  Our philosophy ensures children are highly focussed, engaged, resilient problem solvers.

We use the Development Matters to build on to decide what we intend our children to learn and develop.  We choose how to implement the curriculum so that all children make progress in the seven areas of learning.  We evaluate the impact of the curriculum by checking what they children know and can do.  Our aim is to develop, consolidate and deepen their knowledge and understanding to prepare them for their next stage.  We use the curriculum to enhance the experience and opportunities that are available to our children, as well as being guided by their own interests.

We want all of our children to leave us being able to speak with confidence and fluency, which will ensure that have strong foundations for future learning, in particular to become a fluent reader.  We follow the ‘Letters and Sounds’ document and mainly focus on embedding Phase 1 phonics and moving onto Phase 2 phonics, if appropriate.

We promote, through play and role – modelling, high levels of respect and confidence.  At Five Wents Pre-school we aim for our children to be able to confidently demonstrate their understanding of behaviour rules.  We encourage children to reflect upon their feelings and develop their ability to self regulate.

We believe that a rich set of experiences will promote understanding of people, families and communities.  We encourage children to reflect on differences to understand that makes them unique.

Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them.  Our programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.

Characteristics of effective learning

We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:

playing and exploring - engagement

active learning - motivation

creating and thinking critically - thinking

We aim to provide for the characteristics of effective learning by observing how a child engages with learning and being clear about what we can do and provide to support each child to remain an effective and motivated learner.

Assessment

We assess how young children are learning and developing by observing them. We use information that we gain from observations of the children, to understand their progress and where this may be leading them. We believe that parents know their children best and we will ask you to contribute to assessment by sharing information about what your child likes to do at home and how you, as parents, are supporting development.

We undertake assessment summaries at regular intervals, as well as at times of transition, such as when a child moves into a different group or when they go on to school.

The progress check at age two

The Early Years Foundation Stage requires that we supply parents and carers with a short-written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observations carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

Policies and Procedures

Upcoming Events

If you would like to contact us for more information or to request an application pack, please either use the form below or alternatively contact us on:

07538 561854 or

info@fivewentspreschool.co.uk

You can also visit our Facebook page by searching 'Five Wents Pre-School'.

You can visit our Youtube channel by clicking this link:

Youtube

For more information, please follow our Facebook page: Five Wents Pre-School

Here is a snapshot of some of the activities over the last few weeks, that have been either planned to meet the interests and needs of our children or that the children have led themselves.

Summer term newsletter 2024gallery/newsletter 31 update.pdf