St Paul’s is a 25-place playgroup which is open from 9am-12pm during term time. We offer a quality, affordable care and learning for children aged 2 to 5 years. We strive to provide a welcoming playgroup with good communication, shared purpose and effective use of resources.
We believe that an important feature of our setting is our happy atmosphere and our primary concern is for your child’s well-being. A child that is happy and secure displays confidence and independence.
- A qualified, experienced, dedicated and enthusiastic staff team
- A safe, secure and nurturing environment for your child's individual needs
- Quality care and early years education
- Nursery education grant funding accepted for eligible children.
- Nursery vouchers accepted.
We are committed to making the child the centre of our work. In order to make this effective, we aim to foster good relationships with parent/corers, recognising them as the child’s first and most important educators. We believe that a good partnership between home and the setting will help the child hove the best possible experience in their formative early years.
At our playgroup we have an appropriate ratio of adults to children, this helps us to
- Give time and attention to each child
- Talk with the children about their interests and activities
- Help the children to experience and benefit from the activities we provide
- Allow the children to explore and be adventurous in
Our team undertakes lots of different trainings which include:
- First Aid
- Safe guarding
- Food hygiene
- Special educational needs
- Planning, observing and learning journeys
- Behaviour management
- Child development
Children are offered a wide variety of indoor and outdoor experiences, encouraging each child to socialise and communicate in small groups as well as exploring the resources and activities individually or with a support staff.
The day is followed by a structured timetable, which can be flexible to meet the children’s needs as well. A typical day at the playgroup is as follows:
- Free activities and focused activities
- Story time
- Circle time/ singing
- Snack time
- Outdoor play
Throughout the earlier part of the morning, the staff plan for their key children and work with them through focused activities. The staff make observations and assessments which help them plan future activities and understand the interests of each child.
Some of the free activities and outdoor play include:
- Sand play
- Water play
- Physical activities (indoor and out)
- Role play
- Listening activities
- Construction play
- Craft, painting and drawing activities
- Musical activities
- Visits to local areas of interest
Through these different activities children are learning as play is a natural way for children to learn. Through these activities the children are learning new skills, are developing different interests and are encountering new experiences.
At Fledglings we strive to provide a secure and caring learning environment where children learn through meaningful play using materials and equipment carefully selected by the staff and the children.
At the setting we have reasonable size garden where the children can run freely and be at one with the nature. Children are able to socialise with the other children whilst playing.
The pre-school room at Fledglings is designed to encourage your child’s growing independence and need to investigate where they not only
build their skills but also gain a respect for others and their own sense of confidence. In our safe learning environment your pre-schooler will develop their critic al thinking skills, stimulate their curiosity and engage in a range of activities geared to prepare your child for school and lifelong learning such as:
- Construction and Design
- Dramatic Play
- Early Writing Skills
- Creativity and Art
- Listening and Speaking
- Understanding the World
Fledglings will keep a learning journey record for each child. Staff and parents working together on their children’s achievements is one of the ways in which Fledglings and parents work in partnership. Your child ‘s learning journey helps us to celebrate together their achievements and to work together to provide what your child needs for their well-being and to make progress.
Your child’s key person will work with you to keep this record. To do this you will both 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.
The Early Years Foundation Stage emphasises the importance of key relationships for children, including those relationships between children, their parents/corers and a key person within a setting. At Fledglings at the Palace Day Nursery we recognise and value the importance of these relationships and allow plenty of time, opportunities and experiences for strong relationships to build.
We implement and maintain an established key person system at Fledglings to ensure we can effectively meet the children’s needs and care for them to the best of our abilities, helping them to feel safe, secure and settled at our Nursery.
Our secret to successful, strong relationships with our children and their parents and carers is through our thorough sett ling in process. This essential settling period is planned around each individual child giving them enough quality time to get to know the whole team, their new surroundings at nursery and most importantly their key person.
All children will be respected and their individuality and potential recognised, valued and nurtured. Activities and opportunities are offered for children to explore, acknowledge and value differences between themselves and others.
Children start to learn about the world around them from the moment they are born. The care and education offered by Fledglings helps children to continue to do this by providing all of the children with interesting activities that are developmentally appropriate
For children between the ages of 0 and 5 years the group provides a curriculum for the foundation stage of education. This curriculum is used by all schools and nurseries for children 0-5 years old. It is set out in a document, published by the Deportment for Education. The guidance divides children’s learning and development into three prime areas and four specific areas, these are as follows:
- Personal, social and emotional
- Communication and language
- Physical development
- Expressive arts and design
- Understanding of the world
For each area, the guidance sets out 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. For each early learning goal, the guidance sets out stepping stones, which describe the stages through which children are likely to pass as they move to achievement of the early learning goals. More information on this can be found on our parent’s notice board.
Play helps young children learn and develop through doing, talking and toking their interests forward. Research has shown that this is the means by which young children think. We use the Early Years Foundation Stage (EYFS) to pion and provide a range of learning activities indoors and outdoors.
Characteristics of Effective Learning
This port of the Early Years Foundation Stage (EYFS) curriculum describes children’ s attitudes to learning and ‘how’ they learn rather than ‘what’ they learn. If positive habits ore formed in their early years, children will be able to apply these learning styles throughout their lives.
Playing & Exploring
Finding out and Exploring: children use all their senses to understand the natural world and the changes.
Being willing to have a go: children have lots of opportunities to risk take and risk manage.
Playing with what they know: children have endless opportunities for role play and for testing out ideas
Being involved and concentrating: children are naturally more engaged in self -chosen activities. With time for them to extend their play and learning in their own direction, they will enjoy the benefits of staying with a task or activity for an extended period.
Enjoying what they set out to achieve: enjoying achieving what they set out to do. There is no right or wrong way to ploy with the open-ended resources
Keeping on trying: activities and being outdoors promotes resilience, falling over, getting muddy.
Creating & Critical Thinking
Having their own ideas: children will develop their own games and play and be involved in planning their own activities
Making links: children notice patterns in the natural world from seasons to leaf shapes. They use their knowledge to make predictions and test their ideas
Choosing ways to do things: problem solving through real life experiences, e.g. how will we move this heavy log, how can we redirect the flow of this stream?
Meals & Snacks
Fledglings take great pride in offering nutritious and healthy food. We focus on healthy eating and the nursery team will endeavour to supply varied, visually attractive and nutritious snacks to the children.
We believe in the importance of a healthy and balanced diet to fuel growth and development of the children and also encourage the children to try something new.
During our snack time milk and water are provided to the children.
Children’s individual dietary needs are taken into consideration and any special diets such as dairy free, gluten free, etc, are catered for.
Safeguarding is effective. Management and staff have a good knowledge of safeguarding practice and know what to do if they have any welfare concerns. Effective vetting procedures are in place to ensure staff suitability to work with children. The manager and staff regularly carry out checks of the premises, and resources, to keep children and staff safe. Managers supervise staff and set them meaningful targets to help them improve their skills and knowledge. Staff attend training and share their knowledge with their colleagues to benefit children’s outcomes. For instance, through attending speech and language training the staff have revised methods on how they support children’s communication. Managers take into account the views of staff, parents, children and others when evaluating their service. This has helped them to consider how they will provide ongoing training to staff, for example, using online services.
Staff plan a varied range of enjoyable activities to encourage children’s creativity. For example, children explore paint with their hands and use stamps to make marks. They concentrate and persevere as they use tools skilfully In the dough to make models. Staff extend children’s physical development effectively. For example, they help children to use scissors independently and to manage and take calculated risks safely when in the outdoor area. Staff are proactive at promoting children’s early literacy skills. For instance, children love story times and confidently answer questions about the images and characters in the book. Staff regularly keep parents fully informed about their children’s educational progress and well-being.
The well-established key-person system supports staff to enable children to feel secure. Children are happy and relate well to one another and staff. They make friends and settle quickly into activities when they arrive. Children have opportunities to develop their personal skills further. For example, they serve out their own healthy snacks and pour out their own drinks. Children engage in effective daily routines and understand the importance of good hygiene practices. For example, they learn to wipe their noses by themselves and dispose of tissues appropriately in the bin.
Children make good progress and any gaps in learning are closing. They learn to count and use mathematical language to describe shapes and sizes of objects in their play, for instance. Children show a great interest in nature, for example, during ‘Friday Forest’ outings where they observe different plants, forest animals and kick leaves up with their feet. Children are prepared well for their future learning and the move to school.
- Staff are extremely kind and caring, and build strong relationships with children. Children show they feel safe, secure and ready to learn.
- Children’s behaviour is Staff are effective role models and set clear boundaries, consistently encouraging all children to respect one another, share and play cooperatively with their friends.
- Staff work closely with other professionals, such as speech and language therapists, to ensure children receive the correct level of
- Children have access to a good balance of adult-led and child-initiated activities. They engage well in the wide range of activities and are keen to play and learn. They make good progress in their learning.
- Staff effectively support children’s social and emotional skills. They offer praise and encouragement when children achieve and perfect new skills. Children are confident and develop good self-esteem.
Join UsBecome a Fledgling
Starting something new is challenging for most children- and parents, we aim to make this process easy for both, by providing you information you need to start the playgroup.
Once you have decided to join Fledglings, we invite you to our open day with all the new children where all the information is provided. You can also use this opportunity to ask any questions which you may have. On the day, you will also be given a tour of the setting which will help give you a feel for the setting and out team.
Contact UsSt Paul's Community Center
23 lnner park Road
SW196ED 07948411451 FledStPauls@CBCServices.org.uk
We are located a short walk from Wimbledon Common and easily accessible from Southfields tube station or the 39, 493 and 93 buses