Early Years Prospectus


Setting Name:      Little Ducklings Pre School

Address:                  Reedham Primary School, School Hill, Reedham, Norfolk, NR13 3TJ

Tel No:                     01493 700271

Email:                     LittleDucklings@reedham.norfolk.sch.uk


Our setting aims to:

 Provide high quality care and education for children below statutory school age;

  • 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.



Parents 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; and
  • Included at all levels.

Managed setting, we also depend on the good will of parents and their involvement to keep going. Membership of the setting carries expectations on parents for their support and commitment.

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 parent helpers;
  • Has the chance to join 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; and
  • Is in a setting in which parents help to shape the service it offers.


Children’s development and learning

The Early Years Foundation Stage guides the provision for children’s development and learning. From September 2012 the Early Years Foundation Stage became law.  Our provision reflects the four key themes and 16 commitments of the Early Years Foundation Stage.

A Unique Child

  • Child Development: Skilful communicator, competent learner.
  • Inclusive Practice: Equality and diversity, children’s entitlements, early support.
  • Keeping Safe: Being safe and protected, discovering boundaries, making choices.
  • Health and Well-being: Growth and developing, physical and emotional well-being.

Positive Relationships

  • Respecting Each Other: Understanding feelings, friendship, professional relationships.
  • Parents as Partners: Respecting diversity, communication, learning together.
  • Supporting Learning: Positive interactions, listening to children, effective teaching.
  • Key Person: Secure attachment, shared care, independence.

Enabling Environments

  • Observation, Assessment and Planning: Starting with the child, planning, and assessment.
  • Supporting Every Child: Children’s needs, the learning journey, working together.
  • The Learning Environment: The emotional environment, the outdoor environment, the indoor environment.
  • The Wider Context: Transitions and continuity, multi-agency working, the community.

 Learning and Development

  • Play and Exploration: Learning through experience, adult involvement, and contexts for learning.
  • Active Learning: Mental and physical involvement, decision making, personalised learning.
  • Creativity and Thinking Critically: Making connections, transforming and understanding, sustained shared thinking.
  • 7 Areas of Development and Learning.


 How we provide for development and learning

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 of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:

  • Personal, social and emotional development;
  • Communication and language;
  • Mathematics;
  • Understanding the world;
  • Physical development;
  • Expressive art and design;
  • Literacy.

For each area, the practice guidance sets out 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.

The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.


Personal, social and emotional development

Our programme supports children to develop:

  • Positive approaches to learning and finding out about the world around them;
  • Confidence in themselves and their ability to do things, and valuing their own achievements;
  • Their ability to get on, work and make friendships with other people, both children and adults;
  • Their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment;
  • Their ability to dress and undress themselves, and look after their personal hygiene needs; and
  • Their ability to expect to have their ways of doing things respected and to respect other people’s ways of doing things.


Communication and language

Our programme supports children to develop:

  • Conversational skills with one other person, in small groups and in large groups to talk with and listen to others;
  • Their vocabulary by learning the meaning of – and being able to use – new words;
  • Their ability to use words to describe their experiences;
  • Express feeling with words in play etc.



  • Their knowledge of sound and letters that make up the words we use;
  • Their ability to listen and talk about a story;
  • Knowledge of the purposes for which we use writing;
  • Make their own attempts at writing.



Our programme supports children to develop:

  • Understanding and ideas about how many, how much, how far and how big;
  • Understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects;
  • Understanding that numbers help us to answer questions about how many, how much, how far and how big;
  • Understanding and ideas about how to use counting to find out how many;
  • Early ideas about the result of adding more or taking away from the amount we already have.


Understanding of the world

Our programme supports children to develop:

  • Knowledge about the natural world and how it works;
  • Knowledge about the made world and how it works;
  • Their learning about how to choose, and use, the right tool for a task;
  • Their learning about computers, how to use them and what they can help us to do;
  • Their skills on how to put together ideas about past and present and the links between them;
  • Their learning about their locality and its special features;
  • Their learning about their own and other cultures.


Physical development

Our programme supports children to develop:

  • Increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift;
  • Increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials;
  • Their understanding about the importance of, and how to look after, their bodies.


Expressive art and design

Our programme supports children to develop:

  • The use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and
  • Their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings.


Our approach to learning and development and assessment

Learning through play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think.  Our setting uses the practice guidance Early Years Foundation Stage to plan and provide a range of play activities, which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities information from the practice guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.



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 or videos of the children, to document their progress and where this may be leading them. 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 development records. These form part of children’s records of achievement. 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.


Records of achievement

The setting keeps a record of achievement for each child. Staff and parents working together on their children’s records of achievement is one of the ways in which the key person and parents work in partnership. Your child’s record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child’s key person will work with you to keep this record. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress. You and the key person will then decide on how to help your child to move on to the next stage.


Working together for your children

In our setting we maintain the ratio of adults to children in the setting that is set through the Welfare Requirements. We also have volunteer parent helpers where possible to complement these ratios. This helps us to:

  • Give time and attention to each child;
  • Talk with the children about their interests and activities;
  • Help children to experience and benefit from the activities we provide; and
  • Allow the children to explore and be adventurous in safety.

The staff that work at our setting are:

Name Job Title Qualifications and Experience
Mrs Jane Cooper Manager Childminder for 14 years, NVQ Level 3 in Childcare, Learning and Development, SENCO, plus many more qualifications
Mrs Ruth Harris Deputy Manager BTEC Level 3 in Early Years.  Currently studying for Foundation degree in Early Years and ILM Level 5
Miss Juliet Ebbage Pre-School Assistant NVQ Level 2 in Childcare
Mrs Vicky Brzeczek Pre-School Assistant NVQ Level 2 in Childcare
Mrs Miriam Bell Pre-School Assistant Trainee SENCO


We are open 38 weeks a year, term time only.  We are open Monday to Thursday, 8.30am to 4.00pm.  We provide care and education for children from the age of 2 years up until they start school.


How parents take part in the setting

Our setting recognises parents as the first and most important educators of their children.  All of the staff sees themselves as partners with parents in providing care and education for their child. 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, activities, interests and progress with the staff;
  • Helping at sessions of the setting;
  • 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;
  • Being part of the management of the setting;
  • Taking part in events and informal discussions about the activities and curriculum provided by the setting;
  • Joining in activities in which the setting takes part; and
  • Building friendships with other parents in the setting.


The parents’ role

The setting has a dated rota, which parents can sign if they would like to help at a particular session or sessions of the setting. Helping at the session enables parents to see what the day-to-day life of the setting is like and to join in helping the children to get the best out of their activities.


Joining in

Joining the rota is not the only means of taking part in the life of the setting. Parents can offer to take part in a session by sharing their own interests and skills with the children. We welcome parents to drop into the setting to see it at work or to speak with the staff but please give 24-hours notice.


Key persons 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/he is particularly responsible. Your child’s key person will be the person who works with you to make sure that what we provide is right for your child’s particular needs and interests. When your child first starts at the setting, she/he will help your child to settle and throughout your child’s time at the setting, she/he will help your child to benefit from the setting’s activities.


Learning opportunities for adults

As well as gaining qualifications in early years care and education, the setting staff takes 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

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 at the school.


The settings plan each day

Our setting believes that care and education are equally important in the experience, which we offer children. The routines and activities that make up the day in the setting are provided in ways that:

  • Help each child to feel that she/he is a valued member of the setting;
  • Ensure the safety of each child;
  • Help children to gain from the social experience of being part of a group; and
  • Provide children with opportunities to learn and help them to value learning.


The session

The day

The setting organises the day so that children can take part in a variety of child-chosen and adult-led activities. These take account of children’s changing energy levels throughout the day. The setting caters for children’s individual needs for rest and quiet activities during the day. Outdoor activities contribute to children’s health, their physical development and their knowledge of the world around them.

Little Ducklings offer various types of care: session and full day.


Snacks and meals

The setting makes snacks and meals a social time at which children and adults eat together. We plan the menu for snacks 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.



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 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.


Safeguarding children

Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’.

Our employment practices ensure children 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.


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 works to the requirements of the 2011 Education Act and The Special Educational Needs Code of Practice (2014).

Our Special Educational Needs Co-ordinator is Mrs Jane cooper


The management of our setting

The manager and secretary

  • Managing the setting’s finances: Jane Cooper
  • Employing and managing the staff:  Jane – Ruth.
  • Making sure that the setting has, and works to, policies that help it to provide a high quality service:  Jane – Ruth
  • Making sure that the setting works in partnership with the children’s parents.
The setting manager and staff Mrs Jane cooper

Miss Ruth Harris



The fees are payable monthly or daily if extra day needed, term in advance. Fees must still be paid if children are absent without notice for a short period of time. If your child has to be absent over a long period of time, talk to Mrs Cooper who is the manager.

For your child to keep her/his place at the setting, you must pay the fees. We are in receipt of funding for two, three and four year olds; where funding is not received, then fees apply.


Starting at our setting

The first days

We want your child to feel happy and safe with us. To make sure that this is the case, the staff will work with you to decide on how to help your child to settle into the setting. The setting has a policy about helping children to settle into the setting:  a copy is enclosed in this prospectus or is available from key person or manager.



We provide protective clothing for the children when they play with messy activities.

We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.

We hope that you and your child enjoy being members of our setting and that you both find taking part in our activities interesting and stimulating. The staff are always ready and willing to talk with you about your ideas, views or questions.