Key Factors to a Supportive Environment

Key factors that remain firm speech, language and chat environment 1. Your room/ scene layout what does your physical environment look same? The noise level argon on that point quieter and noisier sports stadiums, planned times or activities. severalize There ar two main rooms that atomic number 18 in use during morning and afternoon sessions, the classroom and larger star sign rural ara. The classroom has a take corner with a childs size swan and soft cushions on the floor. This atomic number 18a is ideally for quiet time and pointing. The lie mound of the classroom and large hall allows for noisy and more social activities.Throughout the day there are planned adult lead activities, circle times, exterior romp, snack bar and lunch club. Which blend on a rota establish system. Quality of light are play areas well lit for children to enchant communicate well with distributively other, see mouth movements, resources stave. Evidence The classroom and main ha ll twain allow for a substantial occur of natural light through large windows and alike extradite more whence one artificial light in either room. infinite to move, expressively, with whole bodies, with and without speedEvidence The main hall area is a large present space with a substantial amount of room for children to move leave officely and expressively. This room is used for more active activities and similarly for when alfresco play is restricted due to poor weather conditions. The children exit use this area to build train tracks, stack blocks, act out role plays and unreal games, as well as group games such as hold over duck goose and ring a ring a roses. The outdoor area is also set up in a flair that allows for all types of movement. There is an large space for bikes and smalls cars, which is also used for obstacle courses and tents.This is divided from the rest of the playground by log stumps that the children can also walk across. Resources and toys is th ere a varied selection available for both indoor outdoor play. Evidence Within the classroom and hall there is a large variety of resources and toys to cater for all the children. For standard a home corner, roll play area, mark making area, play stops and sand/water trays, block building, music corner, small world toys, ICT area book corner. The external area has a large storage press which allows us to alternate what goes outside to create interest and excitement.There is an outside book corner with bean bags and blankets, large wooden blocks for building, play house with kitchen and work bench, prams, bikes and large cars, balls, rackets, a table and chairs to encourage mark making, blackboard with crackpot and a variety of playing apparatuss. 2. Staff Involvement/roles how does everyone interact with children to bring forward conference. Evidence Most children attending the pre-school will demand an all slightly me book, which their key person and whatsoever other leave member are allowed assess. It contains information and pictures on the childs life including family, pets, friends, likes and dislikes.The children also receive a subsidence in performer after two weeks of them attending the place. Which goes over how they are doing and is sent home to their parents to read and comment on, then sent buns in. This is kept in the childs learning journey. The children are also given a chance to bring forth their say on what they would like to do at pre-school, with the childrens planing board. Where any ideas that are given from the children are written on and then added to the planing in future sessions. We have a classroom rules board, illustrating the main rules of the setting. Which is positioned down low at the childrens eye level.There is also a how are you trace today poster with photos and illustrations of different nervus facialis expressions, again at the childrens eye level. We also try to sour with a positive language approach when reminding children of rules, for example saying walking feet and kind detention instead of no running and dont check each other. Staff responsibilities does a key person system operate to support your children? Evidence A key person system is operating(a) within the setting, each key person has on average 11 children under their cathexis and are also responsible for the overall care of every child.Observations are made on every child and logged in their learning journeys, which are kept in a locked cupboard. Planning periodic routines are there times of the day to support communication eg. greetings and goodbyes, gutter asking times? Small/large group and individual activities? Evidence Our setting works on an rota based system, in which there are set times for snack bar, lunch club, tidy up times, free play, adult led activities, nappy changes, circle times and outdoor play. This helps the children and staff to get into a routine.Who ever is responsible for nappy chang es that day will also be reminding children to go to the toilet, both are logged in a daily folder. The children are welcomed in the mornings/afternoons and self register with name cards. At the end of both morning and afternoon sessions the story of the week is read and the children can give thanks in prayer. The children are then reject when their allocated parent/carer arrives. Training opportunities? Child Development, Safeguarding, Impairment, Activity intervention & awareness.Evidence All staff are given the opportunity to attend relevant tuition that is practiced for the setting and themselves. I myself have already attended four development courses since joining in September 2012. Certificates given at the completion of the training days and are displayed on the environ inside the classrooms setting. We also have a weekly policy quiz, with a different quiz selected each week for staff to read through and then be time-tested on. 4. Parent & carer involvement Evidence T he Pre-school welcomes parent and carer involvement within and outside of the setting, especially during the festive period.We often have parent helpers for the day that provide us with an extra pare of hands. The pre-school also recently held a fundraising proceeds at the local community center, where we saw an overabundance of support from parents/carers. How does the setting engage with parents to share activity ideas, rhymes, resources, books, event dates, news, parents language needs, knowledge expertness Evidence Each week parents and staff receive the weekly modify sheet via email, which provides information on the up and coming week.This information consists of the theme of the week, number, garner sound and shape, story focus, our star of the week (child), important dates, resources needed for any activities planned, how they can support their child and a photo gallery of what their children have been up to in the previous week. 5. Language itself Identify the types of language/methods of communication used in the setting facial, body, creative, expressive and behavioral. Evidence At the hoodwink to the classroom there is a mood board on the wall with the phase how do you feel today.The board displays a variety of facial expressions and words for the children to relate to and caters especially to children still developing their speech or children that have English as an additional language. We also have a mark making area with creative resources for the children to express themselves. Throughout the setting there are posters and images reminding the children of the pre-school rules, for example use kind hands, put hands up during circle time, line up in a orderly line and two children at the I. T station. Additional Language-Is there support within the setting for children with additional languages. Evidence All resources accessible to the children are labelled with the relevant wording of the contents and a photo or picture to support visual a id. Around the main classroom we have numerals 1-10 in additional languages and greetings/farewells in multiple languages. When the children join the setting their parents/careers are asked if they speak any additional languages or if English isnt their first verbalize language. During circle times, we will often greet each child in an additional language.