The nurturing, safety and welfare
of the children and staff is our
number one priority
The Foundation Unit Mission
To develop children’s intellectual, moral, spiritual and aesthetic potential in an Islamic
environment. We endeavor to guide students to develop life skills and interests, and prepare
students to become good Muslim citizens and contributing members of the society.
Dear Parent/Guardian,
Welcome to Little Gems Foundation Unit, graded overall as good with outstanding
features by Ofsted 2013.
Who are we?
Little Gems Foundation Unit is part of Al-Huda Academy. Al-Huda Academy is charity
registered and was established in 2005 to serve the needs of the Muslim youth and
wider community. As the Academy’s work focused on developing the spiritual, moral and
social wellbeing of the youth in accordance with the principles of the Hanafi school of
thought the importance of starting the early Tarbiyah process was recognised
therefore Little Gems Foundation Unit was set up in April 2010. As it is then necessary
to ensure that the Tarbiyah does not end when a child completed its early education we
have extended into a primary school and are providing seamless education for children
up to year 6.
Little Gems is a faith based setting welcoming all sections of the community. Our
desire is to offer each individual child the very best possible start in life, as we believe
that the first seven years of a child’s life is crucial for their development and what a
child learns and develops in these years will stay with them for the rest of their lives.
We will work in partnership with every family to provide the highest quality care and
education in a safe, stimulating and nurturing environment. We seek to foster a home
from home environment with a warm, caring and safe surrounding, where all children
can feel relaxed and happy. Every child will be given optimum opportunities to develop
to their fullest potential. We want your precious gems to be happy and successful in
both worlds!
The Foundation Unit prospectus contains all the information you require regarding,
fees, staff structure, learning and development, policies and procedures.
After reading and agreeing to comply with the policies and procedures of the
Foundation Unit, please sign the agreement form which can be found at the back of this
booklet, and return it to the Foundation Unit. If there is a policy or procedure that you
do not agree with, or would like to discuss further, please do not sign but bring your
concern to my attention. To look at any other policies or procedures not in this booklet,
please ask a member of staff who will be happy to help.
Hafiza Mohmed
Foundation Unit Manager
The Services offered by Little Gems Foundation Unit
We provide care and education for young children between the
ages of 2 till 5 years
We are open: Thirty eight weeks of the Year
We are closed: School Holidays and Inset Days
We are open: Five days each week
Opening Times: 8:00am till 4:00pm
Our setting aims to;
work in partnership with parents to help children
learn and develop to their fullest potential;
add to the life and well-being of the local
offer children and their parents a service that
promotes equality and values diversity; and
cultural, intellectual and physical development of
the children in line with Early Years foundation
We aim to ensure that each child;
is in a safe and stimulating environment;
is provided with excellent care and education,
because of our ratio of qualified staff to
children, as well as volunteer helpers;
has the chance to join with other children and adults to live, play, work and learn
is helped to take forward her/his learning and development by being helped to build
on what she/he already knows and can do;
has a personal key person who makes sure each child makes excellent progress;
is in a setting that sees parents as partners in helping each child to learn and
develop; and
is in a setting in which parents help to shape the service it offers.
The Foundation Unit is accessible to all children and families in the local community and
further afield through a comprehensive and inclusive admissions policy. We will strive
to promote equal access to services by taking practical steps such as ensuring access to
disabled people and producing material in relevant languages and media.
In order to support your child to settle in we will arrange numerous settling in visits.
Once your child joins our Foundation Unit they will receive all the care and attention
they need. The first time your child separates from you can be an upsetting experience
for you as much, if not more than your child! However Little Gems sympathetic and well
trained staff can help make the whole process much happier and less traumatic.
Little Gems Foundation Unit is a welcoming and joyful setting. When your child joins
Little Gems they will be assigned a key worker who will be responsible for ensuring that
your child’s introduction to Little Gems goes as smoothly as possible. If there were any
problems these would be quickly and efficiently addressed by your child’s key worker
and the setting manager if need be. When your child joins Little Gems Foundation Unit
they will be asked to fill in a form which will provide us with all the necessary
information that we need, such as contact telephone numbers, allergies, names of
people who will contact him or her on a regular basis, security passwords etc.
Above all, this is a time when parents are always welcome to
discuss their concerns and resolve any teething troubles. Your
child’s first few weeks at Little Gems
Foundation Unit will be the
foundation of a happy, secure
We strive to ensure we employ excellent quality staff. Before commencing work in our
Foundation unit, all staff undergoes a rigorous vetting process, including references, ID
checks, interviews and an enhanced CRB disclosure. All the staff at Little Gems
Foundation Unit is a highly motivated, professional and experienced team. They have
been carefully considered and chosen due to their genuine devotion to children.
Foundation Unit Manager
Hafiza Mohmed
Acting Deputy Manager
Nabeelah Pandor
SENCO/Behaviour Coordinator
Hafiza Mohmed
Safeguarding Children Coordinator
Hafiza Mohmed
Communication Champion
Farhana Bobat
Communication Champion
Zakiya Ally
Room Leader (2 year old room)
Farhana Bobat
Room Leader (3 year old room)
Zahira Khan
Childcare Practitioners
Farhana Bobat
Zakiya Ally
Fatima Patel
Zahira Khan
Humayra Vaid
Razina Patel
Juwairiya Vaid
Kulsum Ibrahim
Lunch Time Supervisor
Salma Patel
Fees must be paid at the beginning of every month. They must be paid whether the
child attends or not. If you experience difficulty paying your fees, please see the
Foundation Unit Manager.
Any child who is absent for two weeks or more without notifying the Foundation Unit
shall be deemed to have withdrawn from the setting. The parent/guardian will be sent a
receipt for the outstanding fees.
Charged by the session and not the hour
Morning sessions
8:00 am – 11:45 am £18.50 (Breakfast included)
8:00 am – 12:30 pm £23.00 (Breakfast included, packed lunch to be provided by parent)
8:45 am – 11:45 am £14.00
8:45 am – 12:30 pm £18.50 (Packed lunch to be provided by parents)
Afternoon sessions
11:45 am – 3:30 pm £18.50 (Packed lunch to be provided by parents)
11:45 am – 4:00 pm £21.50 (Packed lunch to be provided by parents)
12:30 pm – 3:30 pm £14.00
12:30 pm – 4:00 pm £17.00 (Packed lunch to be provided by parents)
The Foundation Unit will make every effort to be flexible and accommodate any
timetable changes that occur throughout the academic year, but unfortunately due to
maintaining staff ratios this cannot always be possible.
Free early education for eligible two and three year olds
Who can access this scheme?
Families will be eligible if they meet the criteria of the two and three year old funding
offer, families must be in receipt of an income-based benefit, and eligible children can
access funding from the term after their second/third birthday. Your child will be
eligible to gain up to 15 hours per week. For more information on this please
contact the setting directly.
The EYFS is made up of a statutory
framework for the Early Years
which sets the standards for
learning, development and care for
children from birth to five years.
The EYFS has a programme which
we follow and is designed to help
the children achieve what are
known as the ‘early learning goals’.
These are targets that most
children are expected to achieve by
the time they leave the reception
class. This will provide a firm
foundation for National Curriculum
work in Year 1.
The Foundation Unit curriculum
consists of 7 areas of learning and
There are seven areas of learning and development that shape educational programmes
in the foundation unit and Reception. All areas of learning and development are
important and inter-connected. Three areas are particularly crucial for igniting
children’s curiosity and enthusiasm for learning, and for building their capacity to
learn, form relationships and thrive.
The prime areas are:
1. communication and language;
2. physical development; and
3. personal, social and emotional development.
We also support children in four specific areas, through
which the three prime areas are strengthened and applied.
The specific areas are:
4. literacy;
5. mathematics;
6. understanding the world;
7. expressive arts and design.
Our Educational programmes involve activities and experiences for children, as follows:
involves giving children the chance to
experience a rich language environment;
to develop their confidence and skills in
expressing themselves; and to speak and
listen in a range of situations.
involves providing opportunities for
young children to be active and
interactive; and to develop their coordination, control, and movement.
Children must also be helped to
understand the importance of physical
activity, and to make healthy choices in
relation to food.
involves helping children to develop a
positive sense of themselves, and
others; to form positive relationships
and develop respect for others; to
develop social skills and learn how to
manage their feelings; to understand
appropriate behaviour in groups; and to
have confidence in their own abilities.
involves encouraging children to link
sounds and letters and to begin to read
and write. Children must be given access
to a wide range of reading materials
(books, poems, and other written
materials) to ignite their interest. In
the Foundation unit children take books
home on a weekly basis from the Little
Gems library. Children have a book bag
to protect the books as they are taken
to and from the Foundation unit. If
there are any mishaps, for example a
lost book, please let us know as soon as
possible. A small cost will be charged
towards replacement books/book bags..
involves providing children with
opportunities to develop and improve
their skills in counting, understanding
and using numbers, calculating simple
addition and subtraction problems; and
to describe shapes, spaces, and
involves guiding children to make sense
of their physical world and their
community through opportunities to
explore, observe and find out about
people, places, technology and the
involves enabling children to explore and
play with a wide range of media and
opportunities and encouragement for
sharing their thoughts, ideas and
feelings through a variety of activities
in art, nasheeds, movement, role-play,
and design and technology. We will
consider the individual needs, interests,
and stage of development of each child
in our care, and will use this information
to plan a challenging and enjoyable
experience for each child in all of the
areas of learning and development.
Young children learn through play. At Little Gems Foundation Unit we recognize the
possibilities of play as providing opportunities to foster relaxation, curiosity,
imagination, imitation and communication. We offer our children a play based curriculum
which meets all the requirements of the Early Years Foundation Stage and supports all
aspects of their learning and development. Children will experience a wide range of
planned activities and challenges designed to promote active learning both indoors and
outdoors. These activities are based upon children’s interests, local and topical events
and seasonal themes. Play in a secure environment with effective adult support allows
the children to explore, investigate and enjoy the learning experience. We help them to
practice and develop ideas, concepts and skills in a unique and non-threatening way,
without fear of failure.
We deliver the Early Years curriculum in a number of ways, through:
large & fine motor skills &
literacy and numeracy skills
role play & imaginative opportunities
water, sand & malleable experiences
stories, rhymes & songs
construction and small world play
mark making - the marks that
children make through a range of
media, such as paint, water, sand,
pencils & the meanings they give to
creative workshops
outdoor opportunities
treasure baskets that contain a
variety of different objects to help
stimulate senses
exploring & investigating
science and nature
sensory experiences
In planning and guiding children’s
activities, practitioners will reflect on
the different ways that children learn &
reflect these in their practice. Three
characteristics of effective teaching &
learning are:
playing and exploring - children
investigate and experience things,
and ‘have a go’;
concentrate and keep on trying if
they encounter difficulties, and
enjoy achievements; and
Creating and thinking critically children have and develop their own
ideas, make links between ideas, and
develop strategies for doing things.
The environment cconsists of exciting and
challenging activities, which supports and
extends children’s learning and development. We
provide a full and stimulating environment to
encourage a range of play, exploration and talk.
Children are given a variety of resources from
which they can choose, create, investigate,
explore, initiate and persist with activities. Little
Gems Foundation Unit believe that children are
active learners from birth and that if we provide
them with the right environment, support and
experiences, it will help to encourage their
curiosity, imagination and creativity. We also
need to ensure that we stimulate each child
emotionally and intellectually by providing the
best circumstances to promote active learning.
We have designed our Foundation Unit
environments to be cosy and exciting and they
are structured in such a way as to promote a
child's independence, decision making and
problem solving. The environment is organised
into clearly defined areas to accommodate
Education in the Early Years. Areas are divided
by the use of furniture that reduces distraction
and allows them to become engrossed in their
activities. Low level furniture also allows items to
be displayed within reach so that children can
make deliberate choices about what they want to
use in their activities.
Children have access to a range of materials such
as sand, water and paint which helps their
creativity and develops their independence. Equal
emphasis is placed on calm areas of the
Foundation Unit where the children can feel cosy
and enjoy stories, rhymes and nazams. Every
environment is designed to encourage physical
skills such as crawling, sitting, standing and
walking which are all important for development.
Islamic curriculum
I N O R D E R T O A C H I E V E T H E A I M O F T H E S E T T I N G : ‘ G I V E T H E CH I L D R E N T H E
W O R L D S ’ A T L I T T L E G E M S W E H A V E A N I S L A M I C C U R R I CU L U M
The Islamic teachings and etiquettes are encouraged and taught in a fun and playful
way, this is role modelled by the practitioners through different stimulating play
activities. Example if we are in the season of autumn, children are taken for nature
walks where they can explore different leave acorns etc. In order to develop the
children in their Islamic and EYFS knowledge we the practitioners talk to the children
about the change of leaves, different colours, shapes, sizes, textures, smell etc. In
addition to this we emphasize that the changes to the leaves and seasons only happens
with the order of Allah SWT.
At Little Gems children are taken to educational trips e.g. Chester zoo, where children
learnt about the different animals and are made aware that we are all the creation of
Allah SWT and all the animals are also the creation of Allah SWT.
Before beginning any activity we encourage children to pray Bismillah. When children
are happy with what they have achieved we encourage them to say Alhamdulillah.
When we are cooking with our precious Gems e.g. if we were making fruit salad we
would give children the opportunities to learn about the different fruits, taste etc.,
where they grow e.g. we would explain that apples grow on trees, and then explain how
the growth cycle only runs effectively with the order of the Almighty. It was Allah
SWT who made the different fruits.
Working with Parents
At Little Gems Foundation Unit we firmly believe that
learning does not just occur in the Foundation Unit.
We recognise that the most important person for
the wellbeing of a child is you, the parent/carer. No
one can substitute this. Parents and Carers are the
child’s first teacher. When they are with you learning
can happen anywhere at any time. We aim to work in
partnership with you to get the best out of your
precious gems.
“The nursery has excellent partnership with parents, who praise it for the
standards of care and education of children... “ Ofsted 2013
We aim to provide:
Parents will be regularly informed of both their child’s positive and negative
behavior, they are also encouraged to praise work children produce at foundation
unit to build self-esteem and confidence. We treat even a blob on a piece of paper
as a masterpiece; after all it is the child’s own masterpiece; it is their idea, their
Regular feedback and information via letters and the notice board. Please refer to
it for regular updates and notices.
Share with parent’s information on topics and themes we are covering, so you may
further develop your child at home.
Inform you in advance of any major changes.
Workshops for parents.
Have a suggestion box for improvement.
Busy Gems books: an effective way for parents and practitioners to communicate to
support children develops in all areas of learning.
The key person has special responsibilities for working with a small number of children
and their families. Young children require consistency of care and attachments.
Research has shown that a key person approach is the most effective way of ensuring
that children develop a strong relationship with a significant adult in the setting. The
key person approach gives every child the reassurance to feel secure and cared for,
helping them to become familiar with the foundation unit environment and to feel
confident and safe within it.
We recognize every child's individuality, efforts and achievements and believe that
relationships between adults and children are crucial for the child's happiness and
security. The key person meets the needs of each child in their care and responds
sensitively to their feelings, ideas and behavior. The key person will offer security,
reassurance and continuity, and they will usually be the one to feed, change and soothe
your child. They are in the best position to understand your child's individual needs and
to share information with you about your child’s experiences in foundation unit. The key
person will help each of their children to develop relationships with other members of
staff and children. They will observe them in their play so that they can plan future
opportunities and experiences that best meet their needs.
We believe that careful planning is
required to ensure that play is of a high
quality. Your child’s key person will
ensure that they are engaging in the
right kind of activities. This helps to
opportunities to build your child’s
knowledge, skills and abilities which will
lead to new learning and development.
Observations of each child are
evaluated and linked to the Early Years
Foundation Stage which allows for every
child's individual development to be
monitored and their progress recorded
in their individual learning journey. This
is a record of your child’s interests,
development throughout their time with
us and we encourage you to access your
child’s Journey at any time.
Progress check at 2 years
When a child is aged between two and
three, we review their progress, and
provide parents and/or carers with a
short written summary of their child’s
development in the prime and specific
areas. This progress check identifies the
child’s strengths, and any areas where the
child’s progress is less than expected. If
there are significant emerging concerns,
or an identified special educational need
or disability, we develop a targeted plan
to support the child’s future learning and
development involving other professionals
(for example, the settings Special
Educational Needs Co-ordinator) as
Written summary
Every term a written summary is given to
the parents for each child at the setting.
The summary will reflect upon the
development level and needs of the
individual child. The summary will
highlight: areas in which a child is
progressing well; areas in which some
additional support might be needed; and
focus particularly on any areas where
there is a concern that a child may have a
developmental delay (which may indicate a
special educational need or disability). It
will describe the activities and strategies
the staffs intend to adopt to address any
issues or concerns.
The Foundation Unit keeps a record of achievement for each child. Your child's record
of achievement helps us to celebrate together her/his achievements and to work
together to provide what your child needs for her/his well-being and to make progress.
Your child's key person will work with you to keep this record. To do this you and
she/he will 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.
Our staffs are able to manage a wide range of behavior to ensure every child’s welfare
and development. Children benefit most when adults adopt a consistent and positive
approach to the management of their behavior. By establishing clear boundaries
according to the level of understanding, children become aware of the routines and
begin to understand what is expected of them.
Children have a lot to learn about behaving and coping with very different environments
in their early years. The children in our nurseries are at varying stages of development.
Our staffs are sensitive to the individual needs of each child, their cultural and family
backgrounds, and their developmental stage of learning. Children are not born with an
understanding of the rules of acceptable behavior - they have to learn them, and adults
need to help them do this.
Before starting the Foundation unit, you can support your child's learning and
development in many ways.
Encouraging your child to dress and undress. Try to allow a reasonable amount of
time to do this. Creating a dressing up box at home will help by making dressing and
undressing fun;
Encouraging your child to tidy up toys, books and games after using them.
You can help your child's social and emotional development by:
Talking with your child and encouraging your child to talk with other children and
other adults;
Encouraging and supporting your child to play co-operatively with other children.
How can I continue to support my child learn and develop?
 All the fun activities that you do with your child at home are important in
supporting their learning and development and have a really long lasting effect on
your child’s learning as they progress through foundation unit and school
 Talk about numbers, colours, words and letters you see when you are out and about
 Pray Islamic nazams to them
 Allow your child to cut out and stick pictures
 Plant seeds or bulbs in a pot or garden patch giving them the awareness of Allah
 Cook / bake together
 Use the weather – shadows, rain puddles, snow, wind, mist and sun – to extend your
child’s vocabulary and knowledge about the world they live in and the creator Allah
SWT who has control over the weather and the entire universe.
 Explore the park at a different time of the year
 Talk to your child at every opportunity – e.g. what you are doing that day
 Share a fiction/nonfiction Islamic book
 On a trip to the supermarket, talk about all the different packaging shapes.
Encourage your children to say ‘Alhamdulillah for all the different variety of foods
that Allah SWT has blessed us with’.
 Even when your child is very young and is not yet able to talk, talking to them helps
them to learn and understand new words and ideas. Talk to them about Allah SWT,
the prophet Muhammad PBUH, the many different things around us. If you make
the time every day to do some of the following things with your child Insha’Allah it
will make a real difference to your child’s confidence as a young learner.
Little Gems Foundation Unit have a comprehensive range of policies and procedures,
which are all in accordance with the Department for Education, adherence with which
is inspected by Ofsted. The aim of the policies is to ensure that staff and parents are
aware, that whilst in our care the safety and welfare of the child is paramount. We aim
to create an environment that encourages positive self-esteem, independence and selfconfidence in our children which would help them to resist inappropriate approaches
Our policies and procedures are regularly reviewed and updated and are available for
parents/carers to view at any time. We aim to exceed expectations providing the best
care and education to your little ones, as well as ensuring that mums and dads are
As part of the setting's policy to make
sure that its provision meets the needs
of each individual child, we take account
of any special needs a child may have.
The setting works to the requirements
of the 1993 Education Act and The
Special Educational Needs Code of
Practice (2001).
Our Special Educational Needs
Co-coordinator is:
Apa Hafiza Mohmed
1. Physical Abuse
Action will be taken under this heading
if staff members have reason to believe
that there has been a physical injury to
a child, including deliberate poisoning,
where there is definite knowledge, or
reasonable suspicion that the injury was
inflicted or knowingly not prevented.
We will also take action if there is
evidence of non-accidental injury such
as linear bruising in the pattern of a
hand slap, or bite marks made by
adults in trying to teach their
children not to bite others.
Any sign of a mark/injury to a child
when they come into Foundation Unit
will be recorded.
The incident will be discussed with the
Such discussion will be recorded and
the parent/carer will have access to
any records.
If there any concerns regarding the
injury, the Child Protection Unit in the
Local Authority will be notified.
2. Sexual Abuse
Action will be taken under this heading
if staff have witnessed occasions where
a child has indicated sexual activity
through words, play, drawing or displays
an excessive pre-occupation with sexual
matters or has an inappropriate
knowledge of adult sexual behavior.
The observed instances will be reported
to the Foundation Unit manager.
The matter will be referred to the
Local Authority.
3. Emotional Abuse
Such discussion will be recorded and
the parent/carer will have access to
any records.
If there are any concerns regarding the
circumstances the Local Authority will
be notified.
Action will be taken under this heading
if staff members have reason to believe
that there is a severe, adverse effect
on the behavior and emotional
development of a child caused by
persistent or severe ill treatment or
In all cases, when a referral is made,
this will be backed up in writing within
48 hours. We would expect them to
acknowledge this referral within one
working day.
Social Services Contact Number:
(North) 01204 337400
The concern will be discussed with the
OFSTED will be informed immediately.
(West) 01942
Such discussion will be recorded and
the parent/carer will have access to any
(South) 01204
337730/ 337729
If there are concerns regarding the
circumstances, the matter will be
referred to the Local Authority.
Out of office
hours: - 01204
4. Neglect
Action will be taken under this heading
if staff have reason to believe that
there has been persistent or severe
neglect of a child (for example, by
exposure to any kind of danger,
including cold and starvation) which
results in serious impairment of the
child's health or development, including
failure to thrive.
Police- 999
The concern will be discussed with the
It is a legal requirement of the
Foundation Unit to hold information
about the children who attends the
Foundation Unit and any staff. Basic
information is used for registers,
invoices and for emergency contacts.
Parents or carers may have access at
any time to this information and will be
allowed to view their child’s individual
The staff, through their close
relationships with both the children and
their parents, may learn more about the
families using the Foundation Unit. All
staff are aware that this information is
confidential and only for use within the
Foundation Unit setting. Staff safety is
also important and if a member of staff
feels that they have a concern
regarding dangerous malpractice, and
then they are able to report in
confidence to the manager, who will
then deal appropriately with the
concern or issue.
To ensure that all information held by
the Foundation Unit regarding children,
parents, carers and staff remains
confidential at all times.
All our information is stored in a locked
All staff are informed of the
confidentiality policy and procedures
during the induction period.
We seek permission form parents or
carers should any information be
requested for whatever reasons.
All children approaching school age are
given any foundation stage profiles for
them to pass on to their new school
If a child is considered to be at risk,
the Foundation Unit’s child protection
policy will override this confidentiality
policy as a duty of care. This will only be
done by a manager or deputy member of
Little Gems Foundation Unit takes great
care to treat each individual person
with equal rights and responsibilities to
any other individual, whether they are
an adult or a child. The setting is
committed to providing equality of
opportunity and anti-discriminatory
practice for all children and families
according to their individual needs.
Discrimination on the grounds of
gender, age, race, religion or belief,
marriage or civil partnership, disability,
sexual orientation, gender
reassignment, pregnancy or maternity,
ethnic or national origin, or political
belief has no place within this
Foundation Unit.
A commitment to implementing our
inclusion and equality policy will form
part of each employee’s job description.
Should anyone believe that this policy is
not being upheld, it is their duty to
report the matter to the attention of
the Foundation Unit manager at the
earliest opportunity.
Outdoor play is vital for the healthy
growth and development of all children.
The majority of the children within the
Foundation Unit are placed full time, so
it becomes even more important that
they should get the opportunity to
experience the freedom of being
outside in the fresh air during the day.
They should engage in energetic activity
and experience the sense of well-being
that it brings.
Outdoor play is an integral part of the
curriculum and it enhances the child's
learning. It also helps to develop strong
spatial awareness, co-ordination,
balance and movement and develops
strong muscles, with opportunities to
run, push, pull climb and jump.
We endeavor to create an atmosphere
where children can learn to take risks in
a controlled environment. The children
have access to manufactured equipment
alongside open ended resources in order
to develop their imagination, solve
problems and learn about the world
around them.
As we are under the process of
developing our outdoor play, we ensure
that children are given the opportunity
to experience the outdoor play; we
ensure that we take them on regular
outings to the park, nature walks etc.
Our aim is to maintain a close
relationship with all parents/carers and
operate an open door policy, which
enables you to visit at any time. We like
to involve parents/carers in their child’s
time at Foundation Unit by encouraging
visits, where they can join in activities
and also discuss their child’s progress
and development. We work closely with
all parents/carers to ensure their needs
are met.
We also respect parents/careers as the
first educators of their children and
actively encourage their involvement in
the daily life of the Foundation Unit.
Staff will always do their utmost to
make time to speak to parents/careers
whenever they need us to and will
arrange appointments, at a mutually
convenient time, for situations that
need a longer discussion or additional
We encourage all parents to raise any
comments, concerns or suggestions to
any member of our team. We value our
parent’s opinions and are constantly
looking at ways to improve the service
we provide.
We encourage our parents to come, if
they wish, to the Foundation Unit at any
time while their child is attending. We
also encourage our parents, if they wish,
to phone at any time of the day when
their child is attending to find out how
they are etc., and one of the staff or
your key worker will be able to assist
and reassure you.
The Foundation Unit is accessible to all
children and families in the local
community and further afield through a
comprehensive and inclusive admissions
policy. We will strive to promote equal
access to services by taking practical
steps such as ensuring access to
disabled people and producing material
in relevant languages and media.
The Foundation Unit will endeavor to
ensure that all services are accessible
and relevant to all groups and individuals
in the community within targeted age
The Foundation Unit team will work with
parents as partners in providing quality
care for their children This ensures
both parents and children are happy at
all times.
When a child has their first visit to
Foundation Unit, a senior member of
staff will sit with the parent and ensure
all Foundation Unit policies and
procedures are clearly relayed to
parents. This includes the Foundation
Unit/parent contract and the
Foundation Unit's confidentiality policy.
All parents are welcome to visit the
Foundation Unit at any time and spend
time in their child's room. Grandparents
and other close relatives who often
bring and collect children are also
invited to spend time in Foundation Unit.
Parents are encouraged to chat to their
child's key worker at any time and each
evening when collecting their child.
Parents have access to their child's
records and are consulted in respect of
the care given.
Information about Foundation Unit
activities and events is displayed
weekly, outside of the child's room in
the foyer.
Parents are able to inspect all the
Foundation Unit's policies at any time. A
copy of all policies is kept in the
entrance foyer.
News letters are given out occasionally
If a child is to be collected by an adult
other than the usual collector, then the
password system is used and parents
need to inform the office of the person
who will be collecting the child.
A menu for snack is displayed in the
foyer; there is also a white board where
we wish parents to contribute ideas
towards for snack for their children.
A suggestion box is in operation and is
found in the foyer.
Parents' Evenings are held 3 times in a
It is a responsibility of the Foundation
Unit that if a child is seen as "a child in
need" i.e. any suspicion of neglect, to
give appropriate information to
referring agencies, at this time if
information needs sharing it will be
Little Gems Foundation Unit staff
wishes to provide the best possible care
for all children in partnership with
parents and carers.
In order to do this we arrange a
settling in period for each child and
parent/carer to become familiar with
Little Gems Foundation Unit routine,
establishment and staff. It is also
especially important for the child to
develop a positive relationship with
his/her allocated key Worker so that
he/she feels confident and secure when
his/her parents leave them.
Every child is different and the settling
in period can vary, for some children it
will be their first experience of
separation from a familiar person,
however this can usually be achieved in
one or two weeks. The length of time a
child spends at Little Gems Foundation
Unit and the length of time they are
being left will gradually be extended
until the agreed hours are reached. How
quickly this is achieved will be discussed
and agreed between the parents/carers
and the allocated Key Worker.
Please be patient, the settling in
process can take time and commitment.
We at Little Gems Foundation Unit to
think it is an important process, which
not only enables children to settle
happily and confidently into the
Foundation Unit, but it also gives
parents the opportunity to do so as well.
When a child attends Little Gems
Foundation Unit for the first time, the
parent is asked to allow for at least for
2 sessions to permit for the settling in
process to take place. In some
emergency admissions, however, it will
not be possible to follow these
procedures. Each child’s allocated Key
Worker will be responsible for this
settling in period.
Even though a child may appear to be
initially unconcerned about whether the
parent/carer stays or leaves, the
parent/carer will be asked to stay as
planned in case they change their mind
later. The child’s allocated Key Worker
will adapt the settling in procedure to
suit the individual child and liaise with
the parent/carer and the Foundation
Unit Manager and Deputy Manager
about your child’s progress.
Policy Statement
We believe that children benefit most
from early year’s education and care
when parents and settings work
together in partnership.
Our aim is to support parents as their
children's first and most important
educators by involving them in their
children's education and in the full life
of the setting. We also aim to support
parents in their own continuing
education and personal development.
Some parents are less well represented
in early year’s settings; these include
fathers, parents who live apart from
their children but who still play a part in
their lives as well as working parents. In
carrying out the following procedures,
we will ensure all parents are included.
When we refer to ‘parents’ we mean
both mothers and fathers; these
include both natural or birth parents as
well as step-parents and parents who do
not live with their children, but have
contact with them and play a part in
their lives. ‘Parents’ also includes same
sex parents as well as foster parents.
‘Parental responsibility’ is all the rights,
duties, powers and responsibilities and
authority which by law a parent of a
child has in relation to the child and his
property. (For a full explanation of who
has parental responsibility, refer to the
Pre-school Learning Alliance’s Child
Protection Record publication.)
We have a means to ensure all
parents are included – that may
mean we have different strategies
for involving fathers or parents who
work or live apart from their
We consult with all parents to find
out what works best for them.
We ensure ongoing dialogue with
parents to improve our knowledge of
the needs of their children and to
support their families.
We inform all parents about how the
setting is run and its policies
through access to written
information and through regular
informal communication. We check
to ensure parents understand the
information that is given to them.
We encourage and support parents
to play an active part in the
governance and management of the
We inform all parents on a regular
basis about their children's
We involve parents in the shared
record keeping about their children
- either formally or informally - and
ensure parents have access to their
children's written developmental
We provide opportunities for
parents to contribute their own
skills, knowledge and interests to
the activities of the setting.
We inform parents about relevant
conferences, workshops and training.
We consult with parents about the
times of meetings to avoid excluding
We provide information about
opportunities to be involved in the
setting in ways that are accessible
to parents with basic skills needs, or
those for whom English is an
additional language.
We hold meetings in venues that are
accessible and appropriate for all.
We welcome the contributions of
parents, in whatever form these may
We inform all parents of the
systems for registering queries,
complaints or suggestions and check
to ensure these are understood. All
parents have access to our written
complaints procedure.
We provide opportunities for
parents to learn about the
curriculum offered in the setting
and about young children's learning,
in the setting and at home.
In compliance with the safeguarding and
Welfare Requirements, the following
documentation is in place:
Admissions policy.
Complaints procedure.
Record of complaints.
Developmental records of children.
If your child is ill please keep him/her
at home, not only for their own sake,
but for the health and welfare of
others, both children and staff. Please
inform us if your children will be absent
from Foundation unit due to an
infectious illness. The following apply:
Chicken Pox
Appropriate Action
Please do not bring your
child to Foundation
until if their eyes are
‘gunky’. Wait for 24
hours until treatment
has started.
Please do not bring your
child to Foundation unit
until their last spot has
If your child has sickness or diarrhea,
we ask that you keep your child at home
for a full 48 hours after the last
episode. If your child is on a course of
antibiotics the following applies:
Once a day
of Number
Foundation unit upon
1 day
Twice a day
2 days
Three times a 3 days
And so on
While it is not our policy to care for
sick children, who should be at home
until they are well enough to return to
the setting, we will agree to administer
medication as part of maintaining their
health and well-being or when they are
recovering from an illness if it is
prescribed by the GP.
In many cases, it is possible for
children’s GP’s to prescribe medicine
that can be taken at home in the
morning and evening. As far as possible,
administering medicines will only be
done where it would be detrimental to
the child’s health if not given in the
setting. If a child has not had a
medication before, it is advised that
the parent keeps the child at home for
the first 48 hours to ensure no adverse
effect as well as to give time for the
medication to take effect. If the child
is unwell and we feel they are not to be
in foundation unit we will call you to pick
up your child. A comprehensive
medication policy is available in the
parent’s area to view.
For children whose home language is not English, we will take reasonable steps to
provide opportunities for children to develop and use their home language in play and
learning, supporting their language development at home. We will also ensure that
children have sufficient opportunities to learn and reach a good standard in English
language during the EYFS; ensuring children are ready to benefit from the
opportunities available to them when they begin Year 1. When assessing communication,
language and literacy skills, we will assess children’s skills in English. If a child does not
have a strong grasp of English language, we will explore the child’s skills in the home
language with parents and/or carers, to establish whether there is cause for concern
about language delay.
We follow a healthy eating policy in the setting; we provide a selection of fruits,
vegetables and other healthy snacks for children to choose from, daily, with milk at
snack time. Drinking water is available at all times and easily accessible for the
children. Snack menus are available on the parent’s notice board. When the children go
into the three year old room we charge £1 per week and this is used to provide a daily
snack for your child.
If your child is absent please telephone the Foundation unit between 8. 15 am and 9:00
am. If we do not hear from you, we are obliged to ring for information.
When your child is well enough to return, he/she must bring a written note from home
confirming the reason for absence.
The Foundation unit holidays are generous and requests for extra holidays are not
encouraged. Young children forget quickly and can take some time to settle on their
return because friendship patterns have been disrupted and concentration disturbed.
Requests for leave of absence for appointments should be made in writing by filling in
the request of leave form which is available from the foundation unit office.
In the interests of your child’s welfare and for legal reasons, the Foundation unit must
have accurate and up to date records on the following:
Who your child lives with and which of these people has parental responsibility
Whether there are any other people with parental responsibility who live apart
from your child
Whether there are any court orders which may have made changes to those who
have parental responsibility or which impose restrictions on the exercise of
parental responsibility
The Foundation Unit must have a copy of any such court order for record purposes. Any
letters sent to you by the Foundation Unit (e.g. regarding a school trip) requiring a
permission slip to be returned must be signed by someone with parental responsibility
as defined in the Children Act 1989. If you are away from home, please advise us of the
name of the person caring for your child during your absence and any additional
telephone numbers we might need.
I have read and agree to comply with the policies and procedures
Child’s Name …………………………………………………………………………………………………….
Parent’s Name …………………………………………………………………………………………………
Signature …………………………………………………………………………………………………………
Date …………………………………………………………………………………………………………………..
I do NOT understand/or agree to comply with the following policies:
Parents Name …………………………………………………………………………………………………..
Signature …………………………………………………………………………………………………………..
Date ……………………………………………………………………………………………………………………
Please cut along the line and return to Foundation Unit
Little Gems Foundation Unit
3 Hennon Street
01204 841377
07960 089 255
[email protected]