Welcome to Five Wents Pre-school.
There has been a pre-school playgroup at the Five Wents Memorial Hall since 1972 and I was very lucky and excited to have opened the new Pre-School in the community in September 2018. My name is Sasha, I am the owner and manager, and I attended Five Wents when I was a young child and my Mum worked there for a number of years. We are situated in a rural area between Swanley and Hextable.
We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.
This website aims to provide you with an introduction to Five Wents Pre-school, our routines, our approach to supporting your child’s learning and development and how we aim to work together with you to best meet your child’s individual needs. This should be read alongside our Childcare Terms and Conditions for a full description of our services.
Our setting aims to:
My name is Sasha Tadman, I attended a playgroup at Five Wents when I was a young child and my Mum worked there, under previous owners, for a number of years. I am very passionate about the importance of a Pre-School at Five Wents and understand the benefits it has to the local community.
I have been a Primary School teacher since 2001 when I graduated from Brunel University with a BA (HONS) in Primary Education. I have taught Year 1, 2 and 3. In 2011, I went to Laban Conservatoire of Music and Dance part time and I graduated with a Diploma in Dance Teaching and Learning. I ran a dance school in Kent, called 'All Stylz Dance' since 2008. I offered children aged 3-18 the opportunities to perform and take exams following the IDTA Freestyle Syllabus.
All of our staff have a valid DBS and are on the update service. We all undergo continuous professional development. The staff who work at our setting are:
Deputy Designated Safeguarding Lead
Paediatric First Aider
Emergency First Aider at work (EFAW)
BA (HONS) in Primary Education with QTS
Deputy Manager/Health and Safety Lead
Paediatric First Aider
CACHE Level 3 NVQ in Early Years Care and Education
Early Years Care and Education Level 3 - Advanced Apprenticeship
Early Years Educator/Designated Safeguarding Lead
Paediatric First Aider
NCFE CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator)
|Hannah Osborne||Early Years Educator||
CACHE Level 2 Certificate in Child Care and Education
Early Years Educator
Paediatric First Aider
|Early Years Educator|
|Susan Sharman||Early Years Educator||CACHE Level 3 NVQ Childcare and Development|
The Early Years Foundation Stage
Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (EYFS)(DfE 2014):
A Unique Child
Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
Children learn to be strong and independent through positive relationships.
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.
Learning and Development
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.
How we deliver the EYFS
At Five Wents Pre-school we are developing a setting that takes inspiration from the ‘Reggio Emilia Approach’ and the ‘Curiosity Approach’. Both of these encourage learners to be curious and creative. Through exploring the children’s own curiosities and interests can lead to a greater understanding and desire to learn. Our philosophy ensures children are highly focussed, engaged, resilient problem solvers.
We use the EYFS curriculum to build on to decide what we intend our children to learn and develop. We choose how to implement the curriculum so that all children make progress in the seven areas of learning. We evaluate the impact of the curriculum by checking what they children know and can do. Our aim is to develop, consolidate and deepen their knowledge and understanding to prepare them for their next stage. We use the curriculum, and their own interests, to enhance the experience and opportunities that are available to our children.
We want all of our children to leave us being able to speak with confidence and fluency, which will ensure that have strong foundations for future learning, in particular to become a fluent reader. I am passionate about engaging children with books to help them develop a love for reading. As a child, I remember becoming immersed in stories and this is the atmosphere I aim to create. We follow the ‘Letters and Sounds’ document and mainly focus on embedding Phase 1 phonics and moving onto Phase 2 phonics, if appropriate.
We promote, through play and role – modelling, high levels of respect and confidence. At Five Wents Pre-school we aim for our children to be able to confidently demonstrate their understanding of behaviour rules. We encourage children to reflect upon their feelings and develop their ability to self regulate.
We believe that a rich set of experiences will promote understanding of people, families and communities. We encourage children to reflect on differences to understand that makes them unique.
Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. Our programme is made up of a mixture of activities that children plan and organise for themselves, and activities planned and led by practitioners.
Characteristics of effective learning
We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:
We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.
The Areas of Development and Learning comprise:
Personal, social and emotional development.
Communication and language.
Understanding the world.
Expressive arts and design.
For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.
The Early Years Outcomes (DfE 2013) guidance sets out the likely stages of progress a child makes along their progress towards the Early Learning Goals. Our setting has regard to these when we assess children and plan for their learning.
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. Five Wents Pre-school use Tapestry, this is an online learning journal. Once parents/carers sign up, they will receive notifications when a new observation has been made. We believe that parents know their children best and we will ask you to contribute to assessment by sharing information about what your child likes to do at home and how you, as parents, are supporting development. Parents and carers can also upload photos and videos to Tapestry of the children’s ‘wow moments’ at home.
The progress check at age two
The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.
Term dates for 2019/2020
Wednesday 4th September – Staff development day (closed to the children)
Thursday 5th September – Friday 18th October – 6 weeks 2 days
Monday 28th October – Wednesday 18th December – 7 weeks 3 days
Monday 6th January – Friday 14th February – 6 weeks
Monday 24th February - Friday 27th March – 5 weeks
Wednesday 15th April – Staff development day (closed to the children)
Thursday 16th April – Friday 22nd May – 5 weeks 1 day (excluding bank holiday on Friday 8th May)
Monday 1st June – Thursday 23rd July – 7 weeks 4 days
We are open weekdays during tem time.
Our opening times are 9.15am – 12.15pm and the option of 9am – 2.30pm on Tuesdays.
Children can start with us from 2 years old and stay with us until they start their Reception year at school.
We will provide our term dates in the summer before each academic year starts in September.
The fees are currently £12 per session and £22 for all day Tuesday, payable monthly in advance, not in arrears. Fees must still be paid if children are absent without notice for a short period of time. If your child has to be absent over a long period of time, please let me know. An alternative session will be offered if possible.
For your child to keep her/his place at our setting, you must pay the fees.
We are in receipt of nursery education funding for two, three and four year olds; where funding is not received, then fees apply.
We also ask for a voluntary contribution of £1 per week to cover snacks, craft activities and sand etc.
We are lucky to be able to offer, at an additional charge, sessions run by specialists. The children currently have opportunities to attend (Please note that these are subject to change):
Starting at our setting
We want your child to feel happy and safe with us. To make sure that this is the case, our staff will work with you to decide on how to help your child to settle into the setting. Our policy on the Role of the Key Person and Settling-in is available on request or on our website.
How parents take part in the setting
Our setting recognises parents as the first and most important educators of their children. All of our staff see themselves as partners with parents in providing care and education for their children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:
Parents can offer to take part in a session by sharing their own interests and skills with the children. Parents may wish to visit the setting to play the clarinet for the children, show pictures of the local carnival held in their neighbourhood, and show the children their collection of shells or share facts about their job.
Key person and your child
Your child's key person will be the person who works with you to make sure that the childcare that we provide is right for your child's particular needs and interests. When your child first starts at the setting, she will help your child to settle and throughout your child's time at the setting, she will help your child to benefit from our activities.
Learning opportunities for adults
As well as gaining childcare qualifications, our staff take part in further training to help us to keep up-to date with thinking about early years care and education. We also keep up-to-date with best practice, as a member of the Early Years Alliance, throughUnder 5magazine and other publications produced by the Alliance. The current copy of Under 5is available for you to read. From time to time we may hold learning events for parents. These usually look at how adults can help children to learn and develop in their early years.
The setting's timetable and routines
Our setting believes that care and education are equally important in the experience which we offer our children. Our timetable is shared with the children at the beginning of each session. The routines and activities that make up the day in our setting are provided in ways that:
We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities, which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others. Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor playroom.
We make snacks a social time at which children eat together. We plan the menus for snacks so that they provide the children with healthy and nutritious food. Please tell us about your child's dietary needs and we will plan accordingly.
We provide protective clothing for the children when they play with messy activities. We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.
If you would like to contact us for more information or to request an application pack, please either use the form below or alternatively contact us on:
07538 561854 or
You can also visit our Facebook page by clicking this link:
You can visit our Youtube channel by clicking this link:
Five Wents Pre-school
Five Wents Memorial Hall