# **Steps Community Nursery** **ANNUAL REPORT April 2022 - March 2023** ## **MANAGEMENT COMMITTEE** **Jean Leader Chair Abdul Durojaiye Treasurer Tracey Nwabia Management member** ## **NURSERY STAFF** **Jennifer Henry Nursery Practitioner Towana Hall Nursery Practitioner Allison Pin Nursery Practitioner- Room Leader Karen Marshall Admin/finance Officer** ## **- AGM REPORT 2022 2023** **Chairs Report** **2022-23 has come to an end. It has been a better year since the struggles through COVID, the nursery closures and the inadequate result from OFSTED.** **This year the Staff pulled together and we achieved GOOD from OFSTED** **Well done Staff.** **At present we have 22 children and 9 members of staff.We have seen a great change in the take up of full time places, which causes a big dent in our finances and we are using our reserve funds to keep the nursery going. Parents are still working from home and share in the care of their children, therefore not requiring full time places.** **We offer fulltime and part-time places, 2 years and 3and 4 years free entitlement of 15 hrs and 30 hrs.** **We have tried to keep our fees at an affordable cost to the families, but as the cost of living goes up so does our fees. We continue to offer our children the Foundation Stage curriculum, concentrating mainly on the 3 prime areas and incorporating the specific areas.** **We had many of our 3 and 4 year olds leave us in September and we are slowly getting more children into the nursery. We continue to ensure the care, education, welfare and wellbeing of all the children in our care.** ## _**Jean Leader**_ **Chair** ## **Section 1 – The learning and development requirements** 1.1. This section defines what providers5 must do, working in partnership with parents and/or carers, to promote the learning and development of all children in their care, and to ensure they are ready for year 1. The learning and development requirements are informed by the best available evidence on how children learn and reflect the broad range of skills, knowledge and attitudes children need as foundations for good future progress. Early years providers must guide the development of children’s capabilities with a view to ensuring that children in their care complete the EYFS ready to benefit fully from the opportunities ahead of them. - 1.2. The EYFS learning and development requirements comprise: - the seven areas of learning and development and the educational programmes (described below) • the early learning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the reception year - the assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers) Development Matters6, non-statutory curriculum guidance for the EYFS, is available to support providers in their delivery of the EYFS learning and development requirements. As this document is non-statutory, Ofsted and inspectorates of independent schools will not have regard to it in carrying out inspections and it is up to providers to decide how they approach the curriculum. The areas of learning and development 1.3. There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and interconnected. 5 Providers offering care exclusively before and after school or during the school holidays for children who normally attend reception (or older) class during the school day (see paragraph 3.41) do not need to meet the learning and development requirements. However, providers offering care exclusively before and after school or during the school holidays for children younger than those in the reception class age range, should continue to be guided by, but do not have to meet, the learning and development requirements. All such providers should discuss with parents and/or carers (and other practitioners/ providers as appropriate, including school staff/teachers) the support they intend to offer. - -- 6 https://www.gov.uk/government/publications/development matters 2 8 1.4. 1.4. Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving. These are the prime areas: - communication and language - physical development - personal, social and emotional development 1.5. Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: - literacy - mathematics - understanding the world - expressive arts and design ## **COME TO 5 STEPS** ## **Come to 5 Steps come to 5 Steps** **And you’ll have a lovely time** **We do painting** **We do drawing** **All the children come together** **And play in harmony** **Caring sharing, bringing, Giving, showing kindness everywhere** **Gentle hands and** ## **Soft voices** ## **Are what we practice every day So if you want to come to 5 Steps** **Then you must be very kind** ## **British Values** **British Values are a set of five values introduced to keep children safe and promote their welfare. 1. Democracy Making decisions together and listening to children’s and parent’s voices. At 5 Steps parent questionnaires are completed twice a year. Children are given opportunities to make decisions about choice of activities and resources they play with. This gives opportunities to develop enquiring minds in an atmosphere where questions are valued. 2. Rule of law Understanding that rules matter, as cited in Personal Social and Emotional Development. We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations (rules), that they are there to protect us, that everyone has a responsibility and the consequences when rules are broken. 3. Individual liberty Freedom for all, for example reflecting on their differences and understanding that we are free to have different opinions. Children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. We provide boundaries for young children to make choices safely, through our provision of a safe enabling** **environment and effective teaching. 4. Mutual respect Treat others as you want to be treated. Children gain respect through interaction with caring adults who show and value their individual personalities. Positive, caring and polite behaviour will be encouraged and praised at all times in an environment where children learn to respect themselves, other people and their surroundings. 5. Tolerance of those of Diferent Faiths and Beliefs We aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to dress-up in clothes and try foods from other cultures and we encourage parents and carers to participate and support.** **Children Learn what they live** **If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight If children live with ridicule, they learn to be shy. If children live with shame, they learn to feel guilty. If children live with tolerance, they learn to be patient. If children live with encouragement, they learn confidence. If children live with praise, they learn to appreciate. If children live with fairness, they learn justice. If children live with security, they learn to have faith. If children live with approval, they learn to like themselves. If children live with acceptance and friendship, they learn to find love in the world.** ## **ACKNOWLEDGEMENTS** **Early Years Service ( Education Dept. London Borough Lewisham )** **Voluntary & Statutory Nurseries** **Early Years Training Provision** **Pre-School Learning Alliance** ## **NDNA** **Charles Rippin & Turner - Accountants** ## **The Management committee** **The staff** **The Parents** **The Children** s¥ rvz yip. 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