NEW CLIMBING GALLEON

veranda view

Our Galleon has arrived!

Over the past 3-4 years, successive committees have been fundraising.

Last year, we did lots of research to find the best climbing frame that we could for our setting, and, just by chance I spotted a local company "Playways" www.playways.co.uk who made bespoke children’s wooden playground equipment, made to fit available spaces. Martin (Playways, Devon) sold me on a galleon design to replace our ageing climbing frame.

Wow – doesn’t describe what we’ve now achieved! 

The children really enjoy  the challenges  that the galleon gives them...the different heights....spying interests from the port holes....the slide & ramp.

Not only does it challenge children's climbing prowess, but, how they perceive the world. Children delight in looking down at you from above; peering out from the bubble window; or out of the portholes. It gives children a whole new perspective....they really can be taller.



bubble window

The children enjoy finding new ways of going places...down the steps, or the slide, or the ramp, or the ladder. Going up, through, under and over!

Even the children who were a bit cautious of being so high, have become braver over these first few weeks.

Children have an amazing ability to include different aspects of the setting into their creative play.  The galleon has already been a fire-engine and a spaceship (as well as a pirate ship).  I wonder what other future fantasies will be role-played!

Crocodiles (WHERE?)

The children really enjoyed a story from a story-sack about a crocodile (The Selfish Crocodile) so, we decided to have a crocodile week.

Some of the learning intentions that we met included:

·         Lifecycles of a crocodile – crocs come out of eggs too! (UW)

·         Counting crocodiles – (math)

·         Crocodile Teeth - cleaning our teeth (Phy)

·         C is for Crocodile/A is for Alligator – (lit)

·         Going on a Crocodile Hung (Creative Arts)

·         Crocodile Game (pushing down teeth until it goes SNAP!) PSE

·         Crawling Crocodiles (Phy)

·         Snappy music – using castanets – (Creative Arts)

·         The Swamp – Small World Play – (KUW)

·         Thumbs up/Thumbs down – does this animal come out of an egg or not? (ICT)

·         Drawing circles (scales) and lines (teeth)

AND LOTS MORE

A couple of crocodile songs and rhymes –

emergent writing!

Snap, Snap went the little green crocodile

Snap, Snap went the little green crocodile

Snap, Snap went the little green crocodile

Snap-snap-snap-snap

BUT, we know crocodiles go swishy swishy swish

Swishy swishy swish, swishy swishy swish

But, we know crocodiles go swishy swishy swish

Not snap, snap, snap, snap

and,

...and then it went SNAP!

Crocodile, crocodile, turn around.
Crocodile, crocodile, touch the ground.
Crocodile, crocodile, dance on your toes.
Crocodile, crocodile, touch your nose.
Crocodile, crocodile, jump up now.
Crocodile, crocodile, take a bow.
Crocodile, crocodile, stomp your feet.
Crocodile, crocodile, take a seat.

 

 



Amazing – we found caterpillars in our garden!

The children (old and new) are beginning to settle into our routines once again.  It’s amazing how quickly our garden has grown.  Our beans are so tall now...We need new bean-sticks to support the weight of all the beans – they make quite a tunnel!

Our wild garden has flourished.  I don’t know where the nasturtiums came from (probably reseeded from last year) but, they seem to be popular food stuff for lots of caterpillars.  It’s been very exciting watching them grow.

The first topic of the term was based on the caterpillars that we found (our first interest).  Some of the learning intentions that we included:

·         Lifecycles of butterflies (UW)

·         Counting caterpillars (Math)

Caterpillars Galore are Munchin' in our Wild Garden

·         Matching butterfly wings (math – symmetry)

·         Sucking nectar (using straws) - Phy

·         Books (fiction & non-fiction) Literature

·         Caterpillar collages (Creative Arts)

·         Butterfly printing (Creative Arts

·         Lifecycle movement (physical)

·         IWB butterflies (understanding of the world -ICT)

·         Talking about butterflies – where do you find them etc. (Communication & Language)

·         Minibeast games (taking turns) PSE.

·         Story sack (various)

·         Butterfly and caterpillar drawings (Lit)

The day bunnies visited – Wednesday 18th July

We grasp every opportunity that comes our way to give children different experiences – so when Ruth (Phoebe’s Mum) offered to bring in her NINE baby bunnies into the setting for a visit...I said YES PLEASE.

Although some children were reticent at first, (one little boy wasn’t sure, and after a quick stroke was heard to encourage his bunny off his lap saying “hop – hop – hop” giving appropriate actions) everyone had the opportunity to cuddle a “kitten” (baby rabbit).

After a stroke, we put the bunnies on the floor and watched them hop around the circle...when it was time to leave, we counted EIGHT into their cage – one was missing! A little black rabbit had hopped into shady cubby hole!

Debbie Tarbett (author & illustrator) – 11th July

What a fantastic opportunity!

When Debbie offered to come and read some of her stories to the children I took up her offer with both hands.....Debbie then settled on the floor and drew some of the characters from her book for the children to colour in.

The children thoroughly enjoyed their visitor. They learnt a lot. Listening to different people read stories; taking turns to ask questions; learning words like “author” “illustrator” “artist”; joining in a drawing activity are all foundation skills.

I even twisted Debbie’s hand and she drew some of her characters for the window mural!

About 10 days ago we spotted hundreds of ladybirds sunning themselves in a sunny spot at preschool. Taking the opportunity, some children took their bug boxes outside to see what they could find and found lots. It was very exciting.

Last week we did several activities based on ladybirds, including the following:

• We learnt about ladybirds – lifecycle; colours; insects; beetles; 6 legs; wings; spots etc etc (KUW)
• We made ladybird aeroplanes (KUW)
• We found ladybirds (KUW)
• We drew ladybirds (CLL)
• We made ladybird repeating patterns (Math)
• We read lots of ladybird stories (CLL)
• We said Ladybird Ladybird...using puppets to illustrate the rhyme (CD)
• We played ladybird dominoes (PSE/Math)
• We made a ladybird flapjack (Phy/Math
• We made clay ladybirds (Phy)
• We made paper plate ladybirds (Phy/CD)

OUTSTANDING AGAIN!

Preschools get NO NOTICE, so it came as a bit of a shock to find an OfSTED inspector on the doorstep first thing on a very cold and blustery Monday morning in January wanting to complete a comprehensive setting inspection.

I was really proud of everyone: the children; the staff and committee who all pulled together to show the inspector what we get up to everyday.

It takes a lot of hard work to get any setting to an OfSTED “Outstanding” level, which is awarded to around 1:30 (3%) of settings nationwide for exceptional and consistent good practise, so we are really pleased, that not only have we done this once, but TWICE IN A ROW, which is an achievement in itself, and to be celebrated as fewer settings are awarded this accolade twice in a row!

There are many positive statements in the report which is available at: http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/CARE/EY366991

Below are some exerts taken from the report:

“Children are thriving because their learning and development is extremely well supported and, as a result, they make exceptional progress overall.”

“Children enjoy an extensive range of activities which are particularly well organised and consider the individual needs and interests of all the children. They have an exciting balance of adult-led and child-led activities. Each child is extremely well supported to progress at their individual stage of development; more able children are challenged, so they progress quickly.”

“Children are curious and inquisitive learners. They remain highly engrossed in activities and play a full role in their learning. Children are learning valuable skills for their future development in an extremely happy and caring environment.”

“Children's behaviour is exemplary. Staff manage behaviour exceptionally well. They have high expectations that are clearly conveyed to children and implemented consistently; as a result, children play happily, either independently or co-operatively. All children interact very well with others; they confidently introduce themselves to visitors and talk about what they have been doing. Children contribute successfully to the routine of the pre-school and tidy up after themselves eagerly, developing independence as they do so”

As manager, I'd like to thank you (staff, committee and parents) all for your support. It takes teamwork and a lot of care and hard work to maintain "outstanding" and "exceptional" practises.