Bower Hill Farm
PLAY AND LEARN Nursery Group
The premises
Bower Hill Farm is a 40-acre working farm with sheep and cattle as livestock. Beehives are also kept for the extraction of honey. There are 20 acres, including woodland, two lakes, and wild flower meadows, solely dedicated to wildlife conservation, encouraging a rich variety of flora and fauna. The farm is within easy access from the road and there is a parking area at the entrance. The farmhouse is surrounded by a large garden, vegetable patch, pond, and an enclosed area for outdoor play. The playroom is located at the front of the house with adjacent toilet facilities. In the winter months the enclosed drive area is also used for outdoor play. There is a pets enclosure that houses pet rabbits (dwarf lop rabbits are bred twice a year) and an aviary with zebra finches. The setting can accommodate for children and parents with physical disabilities.
Lucrecia Amos
I am a qualified preschool and primary teacher. I was born in Argentina were I qualified in 1994. I worked as a primary teacher in my last year of training with children aged 3 to 13, and later as a preschool teacher with two year olds. I then moved to England and gained the Cambridge Advanced Certificate in English (EFL). I worked as a Music and Art teacher at The Willow Tree Montessori School, in Charlwood, before starting the first Nursery Group at Bower Hill Farm in 1998 registered with Ofsted as a home base carer. I became later accredited to qualify for the Early Years Free Entitlement, funding for three and four year olds. I am part of Surrey South East Network, honoured with the 'Investors in Children Award'. I have attended many Early Years courses including music and movement, messy play, story telling, early years literacy and mathematical problem solving. I play the guitar and enjoy singing as well as cooking, arts and crafts. I teach Spanish in various settings and run group visits, open days, and holiday activities on the farm.
Michelle Shallis
I started assisting Lucrecia at Bower Hill Farm in September 2010. I live in South Nutfield since 2003 with my husband and two teenage boys. I previously worked at St. Catherine's School in Bletchingley for 10 years. Most of my time was spent working with the reception age children, but I have worked in all the primary year groups and spent time in the school's dedicated Speech, Language and Communication Needs Centre offering one to one and group support to children of all ages and abilities. I have attended many courses connected with Early Years, including the early stages of an NVQ Level 3 Diploma in Pre-School Learning Practices.
Guy Amos
Guy is Lucrecia's husband and is readily available if needed during the sessions. He is always willing to share with the children his knowledge on farming and wildlife conservation. He is continuously improving the nursery facilities and is also involved in the emergency plan.
Childminder and assistants have all been CRB checked.
The Groups and Admissions
We run a group of nine children. The planning is developed to suit children aged 2 ½ until they reach primary school age. The sessions are run from Mondays to Thursdays from 9:15 am to 12:15 pm during term time. We normally have a new intake in September when some of the children leave to attend primary school. If we are not able to accommodate all the children in our waiting list, we give priority to the children who are closer in age to the children already in the setting.
Transition
We arrange for prospective parents and children to visit the setting during the sessions. Before the child joins the group, we ask parents to complete a questionnaire about their child to use as a starting point for our planning. We also ask parents for family photographs to share during the first sessions. The children often settle quickly, as we believe the homely environment provides them with familiar surroundings. However, arrangements for settling in are flexible enough to give time for each child to feel safe and secure. A settling in period may be arranged over several days where a parent is able to stay for part of the session. When children attend several settings, we may wish to contact other providers to ensure the child's needs are met and there is continuity in their learning. This is done with parent's permission and remains confidential. When the children move on to another setting, we provide parents with their child EYFS profile, to hand over to the new setting. This profile is then used as a starting point in the new setting. We ask parents to inform us of any changes in family circumstances so that we can support children at times of change.
Staff absences
We are open for at least 35 weeks a year. Parents are informed of each new term's dates before the end of the previous term. If we are unable to run a session due to staff absence or any other unforeseen circumstances, we would let parents know in advance and an extra session will be arranged the following term if possible.
Development and Learning
We follow the Early Years Foundation Stage (EYFS) framework. The main aim of the EYFS is to help each child to be healthy, stay safe, enjoy and achieve, and make a positive contribution. The EYFS is based on four themes:
· A unique child- every child is a competent learner from birth who can be resilient, capable and self-assured.
· Positive relationships- children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
· Enabling environments- the environment plays a key role in supporting and extending children's development and learning.
· Learning and Development- children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected. The six areas of learning are as follows.
Personal, social and emotional well-being
Each child is a valued member of the group so that a strong self-image and self-esteem are promoted. Opportunities are provided to unable children to learn how to cooperate and work harmoniously alongside and with each other, to listen to each other, share, take turns, negotiate, work as a group and nurture friendships. They are also encouraged to make their own choices and develop independence and their capacity to concentrate on their own. They are provided with uninterrupted time to become engrossed, work in depth and complete activities. The farm environment, in addition to inspiring and motivating children's learning, contributes to the children's enjoyment and healthy development.
Communication, language and literacy
Children are encouraged to talk and communicate thoughts, ideas and feelings in a wide range of situations, to respond to adults and to each other, to practise and extend their vocabulary and communication skills, and to listen carefully. We promote a friendly, relaxed and homely environment encouraging conversation, discussion, reasoning and questioning. Children explore, enjoy and learn about words in a broad range of contexts and with a variety of books and resources. They become familiar with letters and their phonetics and they engage in hand-eye coordination and mark marking activities, developing early writing skills. They use writing as a mean of expression and communication and for different purposes, create storybooks and rhymes, write letters, lists, labels, names etc
Problem solving, Reasoning, and Numeracy
We plan to offer opportunities for all children to develop their understanding of numbers, measures, patterns, shapes and space in a motivating and enjoyable way through songs, rhymes, games, cooking, role play, and providing different situations in which they can explore and practice counting, recognising numerals, sorting out, solving problems, first sums and subtracting, estimating, money, sequences, measuring and weighing.
Knowledge and Understanding of the World
Our facilities and planning encourage the children to find out about their environment, community and culture. They are also introduced to other cultures and encouraged to have a notion of time and different places. They are involved in some of the activities on the farm, and they learn to appreciate our environment and wildlife. Topics are planned based on children's interests, these have included jobs people do, food, animals and plants, different places and cultures, life cycles, bugs, transport, weather and seasons, etc Various activities are linked to the topics (including activities involving ICT) with opportunities for children to observe change, experiment, predict, plan and question.
Creative Development
The children use their imagination in art and design, role-play and story making exploring different forms of expression. They are introduced to different materials and media and they are also encouraged to use familiar techniques such as painting, play-dough modelling or collage. They take part in singing accompanied by Lucrecia's guitar, play different musical instruments, listen and appreciate different music and explore musical concepts. They move rhythmically, join in action songs, ring games and dances.
Physical Education
The children are allowed to explore freely the space available. They have opportunities to develop fine and gross motor skills, coordination, training of their senses, and understanding of their bodies. Equipment includes slide and seesaw, swings, sand pit, paddling pool, balls, hoops, and other recreational and sporty apparatus for indoors and outdoors. The children are also taken for regular walks on the farm and join in adult led physical activities such as music and movement, action songs, ring dances and games.
Outings
We arrange some outings throughout the year to enhance the children's learning. Previous outings have included visits to the fire brigade, recycling centre, plant centre, aerodrome, indoor play centre, park, etc We carry out risk assessments for each outing and ask parents for a written permission in advance. We take all essential items with us, contact numbers, mobile phone, first aid kit, etc We travel in Lucrecia' s Land Rover, which has been insured for this purpose. Alternatively parents arrange their own transport.
Partnership with parents/carers and Complaints
Parents/carers are encouraged to share with us any changes on children's behaviour, concerns, interests or achievements. Their ideas and suggestions are always valued. These observations are used together with our own assessments to plan accordingly or to have a consistent approach. We keep individual observations and complete a EYFS profile for each child, recording children's progress. Parents are invited to read these once a term. If parents are not satisfied with any aspects of the provision they are encouraged to discuss their views with us, we ensure any causes of concern are dealt with. We would notify Ofsted of any complains within 28 days, and of the action that was taken as a result of it. Records of complains are kept in the setting for at least 3 years. Alternatively parents are aware they can contact Ofsted directly on 0300 123 1231 or write to: Ofsted, The Royal Exchange Buildings, St Ann's Square, Manchester M2 7LA
Behaviour
We take a positive approach to managing children's behaviour, and aspire to get the best out of each child by providing a happy and stimulating environment for them to flourish. We set clear boundaries and explain and reason with them in a calm and consistent manner. We respond to unwanted behaviour according to the child stage of development and understanding, often diverting unwanted conduct towards constructive behaviour. In some occasions we would ask a child to sit down and reflect. We would only use physical intervention to prevent injury or any serious damage. These events are recorded and shared with parents on the same day. We would never humiliate or use or threaten corporal or any other form of punishment, nor would any other person living or working on the premises. We involve the children in developing the settings codes of behaviour and agreed values. We often give praise and encouragement when children live up to expectations supporting the development of close relationships of mutual respect and affection.
Safeguarding Children
Listening to children is at the centre of our practice, and we provide many opportunities for the children to express their needs and feelings. Children are taught about safeguarding themselves through various activities and daily routines. We attend Safeguarding Children training every three years and also check Surrey County Council's website for any updates (wwww.surreycc.gov.uk/safeguarding). We are fully committed to safeguarding the children in our care from neglect or abuse, emotional, physical or sexual. We would respond appropriately to any significant changes in child's behaviour, deterioration in child's general well-being, child's comments which may give us cause for concern, unexplained bruising, marks or sign of possible abuse or neglect. If we fear for a child's welfare it would be our statutory duty to seek advice from Children's Services Social Care Team on 0300 2001006, and if necessary submit within 48 hours a chronological record of reasons for concern. In the event of an allegation being made against a member of staff or someone living or working on the premises, we would take the necessary steps to protect the welfare of the children and seek without delay advice from CSSCT. Ofsted will be informed of any allegations within 14 days and of the actions taken. Records of children's personal information including changes in family circumstances, existing injuries, attendance/ late attendance, etc are kept confidential.
Health, medicines, illnesses and injuries
Children are not expected to attend the setting if they are unwell. Parents are asked to notify us of any infectious disease, so we can then notify other parents. If a child becomes unwell during the session or shows any signs or symptoms for concern we will ask parents/carers to collect the child. If we fail to arrange this, we would look after the child in a separate room. If we are asked to administer any medication, parents will have to sign a consent form in advance, and we would keep a record of any medication given. We will seek information about the medical condition of a child with long term medical needs and work alongside other professionals if necessary. We take precautions to avoid infection and to reduce the risk of cross-infection. We will report Ofsted and 'Riddor' within 14 days of any serious injuries, diseases or dangerous occurrences taking place in the setting, and of any action taken in respect of it. A healthy lifestyle and personal hygiene is promoted in the general practice. Children wash hands before eating, after going to the toilet or touching animals. We have at least one person in the setting at all times who has a current Paediatric First Aid certificate. We have a First Aid box with appropriate content. We record accidents and first aid treatment and this is shared with parents on the same day of the incident. The house is a non-smoking household, and we have a non-smoking policy. Parents and visitors are requested not to smoke at any time while on the premises, neither indoors or outside.
Food and drink
The children have milk or water, and fruit at snack time to support good nutrition. Sometimes we bake biscuits, make pancakes, popcorn and other treats to share. Water is available for drinking throughout the sessions. Before a child joins the group we ask parents if the child has any dietary needs and we act on any particular requirements. We understand the principles of food hygiene and safe preparation and handling of food. In the event of two or more cases of food poisoning reported in the setting, we would inform Ofsted within 14 days.
Safety
The children are given opportunities to explore freely and safely in the enclosed play areas in the garden and driveway. We are conscientious about all the dangers on the farm and we carry out regular risk assessments to identify any hazards. The children are closely supervised at all times when out in the fields, by the lakes or the woods. They are taught about poisonous plants, deep water, farm animals and machinery. We also endeavour to introduce them to road awareness, stranger awareness and fire safety, including fire drills twice a year. Hazardous materials are kept out of children's reach. We are First Aid trained and the setting has contingency plans for eventualities such as accidents, fire, etc
Inclusion
Equal opportunities
We aim to provide equality of opportunity for all children in our care, take positive action to eliminate discriminative practices, and promote positive images. All children, regardless of their race, cultural background, gender, class, religion, ability or disability will be respected, and their individuality and potential recognised, valued and nurtured. We avoid stereo-typing children and appreciate the rich diversity of cultures and lifestyles. The planning considers children's individual needs, and we ensure the activities are accessible to all and adapted to particular requirements. We work with parents to gain knowledge of their family values and cultural backgrounds, and where possible encourage them to share their knowledge and experience with the children. We provide opportunities in the curriculum, and various resources (such as slideshows, books, items for show and tell, dolls, etc) to promote awareness of different cultures. We would work in partnership with parents to challenge any prejudice or discrimination by children or adults, ensuring any incident is taken seriously and there is a positive outcome.
Special Educational Needs
We are committed to the inclusion of children and parents with special needs wherever possible, and we will seek the necessary resources and manage reasonable adjustments to make this successful. We work closely with parents to identify and meet their child's individual needs. With parental permission we would seek specialist help if necessary, or work together with professionals already involved. We have an appointed SENCO (Special Educational Needs Co-ordinator) from Surrey County Council, Jane Winnan, who would support us in addressing any particular requirements. A child with special needs will have an IEP (Individual Educational Plan) and with parents input we would plan and assess progress. We will ensure that all children, irrespective of needs, have access to the whole curriculum, so a child with a disability will not be treated less favourably. We seek opportunities and resources that will raise awareness on disabilities, ensuring children develop positive attitudes and to prevent discrimination. We attend regular training related to the SEN (Special Educational Needs) Code of Practice.
Feedback from Parents/Carers
'Lucrecia is thorough and very trustworthy. Highly recommendable' Sam Timms 25/02/99
'Excellent- My daughter always looks forward to going to nursery' Kate Bickerton 23/02/99
'I like the individual attention my child gets in a family orientated environment. Lucrecia Amos never fails to exceed my highest expectations!' Sam Wright 7/03/02
'Mrs Amos is very patient and gets the best out of the children. They respond to her very well' Nicola Freeman 7/03/02
'I like the fact that it is a small close group situated on a fabulous location. Ruby is very happy on the farm and adores Lucrecia' Emma Jones 12/03/02
'I like the size of the group. I feel my child receives good quality attention which may not be so easy in a large group. Also the wide range of activities they do' Konge Hussein 7/03/02
'My son was cared for in a very warm and caring home environment. The care he received was of an exceptionally high standard and he was taught using innovative methods in line with current education guidelines. I couldn't have wished for a nicer place for Thomas to begin his learning, I am sure your positive and imaginative teaching has a lot to do with his eagerness to learn and excitement at going to 'big school'. Thank you so much, we shall miss coming to you'. Nicky Radford 1/08/02
' I like the semi-structured nature of the classes allows children the freedom to express themselves while learning the social discipline they will need at school. Fantastic setting-Jaime loved the access to the animals. Lucrecia's professional status as a teacher combined with her natural gift with children has given Jaime an amazing start developmentally, educationally and socially. I have and will continue to recommend Bower Hill Farm nursery groups.' Sam Wright 12/08/04
'Myself and Mackenzie enjoyed the time at Bower Hill Farm due to the group being small, friendly, never rushed and not all the learning was done in the classroom, found Mackenzie learnt a lot from being out and about, also learning to play and share nicely. We both enjoyed every minute the only regret is it finished all too quickly!' Claire Connor 21/08/04
I liked the small group of children, I knew my child was receiving a lot of personal attention, also there was a lot of emphasis on learning through play. I also liked the location of the nursery -surrounded by fields. The children were able to go for country walks. Each lesson was well prepared and varied-introducing a wide range of activities. Molly said she liked doing paintings and enjoyed the outings' Jaqueline Archibald 5/09/04
'Harriet had a wonderful introduction to the experience of 'learning' away from home. It was the ideal setting for Harriet. She was extremely well cared for. Our experience at Bower Hill Farm Nursery was extremely pleasurable.' Alison Dadswell 12/09/05
'Our son benefited immensely from his experience at nursery school in a farm setting. Lucrecia Amos is a skilled teacher who combines the benefits of outdoor facilities to provide an excellent balance for learning'. Louise Hyslop 19/03/06
'Louis has told us a lot of new things recently and when asked where he learnt it, much has been at Bower Hill Farm Nursery. He has found it an enjoyable and stimulating setting'. Anne Clegg 26/07/06
''Very happy with how Coral has settled in and the progress she has made. Lovely to see all the fun activities and well structured environment. Thanks for all your hard work and kindness' Jeanette and Kieron Joseph 2/03/10
'Olivia loved cooking, and playing outside with all her friends. She also enjoyed learning about the animals and all the wildlife surrounding the area. She really enjoyed her time at Bower Hill Farm. She came home very happy and full of information about what they have done in the morning'. Anna Gibbon 27/09/10
'I am very pleased with the care and attention taken by Lucrecia and Gill to give the best of care to Archie. We could not ask for more! I cannot think of a better environment for my child to grow in every aspect of his development. The experiences he had at the farm and the creative and natural nurturing talents of the staff were excellent. I would have loved for my son to have had another year at the farm! Tracey Garrod 8/09/10
'Eddie absolutely loved coming to the farm and asked me daily if the farm was 'open'. He came home buzzing with information of things he had done and learnt, always full of stories and songs that had been read or sung. No matter what Eddie wanted to chat about, find out about or play with, he was always encouraged and helped. Gill and Lucrecia are so enthusiastic and willing to find out and help the child find out the answers to any questions that pops into their head! Eddie is an 'outdoor boy' and loved been able to run and be outside so much. To see your child rosy cheeked and bursting with life after a morning exploring on the farm or swinging is just such a joy. I can't praise Gill and Lucrecia enough! On the last day Eddie came home, burst into tears and said 'I loved the farm' Harriet Hyatt 31/03/10
'Both Joseph and I will be sad to leave Bower Hill Farm. Joseph has spent a year and a half with Lucrecia and has thoroughly enjoyed the many experiences and opportunities both Lucrecia and the farm have provided. The setting is idyllic for a young child with endless play and learning opportunities. Lucrecia has a wonderful manner with the children. She has an excellent understanding of each child's individual needs and promotes all areas of the foundation stage in a fun and exciting way. I loved the fact that planning was child led, allowing each child to persue their own interests in more detail in a rich and inspiring atmosphere. Bower Hill has provided wonderful memories for both Joseph and I and we are grateful to Lucrecia for making his first experience away from home, such a positive one.' Gill Wahab 4/09/10
