The Pre-School was established in the 1960’s and originally located at St. Andrew’s Church on Moredon Road, Swindon.
We moved to a mobile building on the grounds of Rodbourne Cheney Primary School in September 2005 where we spent 14 very happy years.
In 2017, we were thrilled to gain an Ofsted Outstanding in all areas. .
We left Rodbourne Cheney at the end of the summer term in 2019 and relocated to our lovely new premises at Pinehurst in September 2019.
We also became a limited company and are now called Learning Tree Pre-School(Swindon) Limited.
It has been a very exciting time and busy time for us. Work is still ongoing at the premises and we have many plans for the future.
We have 6 permanent members of staff, some who relocated with Elaine the manager/ director
Elaine has worked at the group since 1983 after becoming involved in the group via her own children.
In 1991 Elaine became owner of the group, and has ever since devoted her full attention and passion into making the group the well respected and professional school it is today.
Our Pre school
Learning Tree Pre-School (Swindon)Limited
Curriculum
Children at Learning Tree will have the opportunity to explore each of the seven areas of learning outlined in the EYFS, every session.
By the end of their time with us, we aim that all children will be-
Confident learners and speakers
Have a wide range of vocabulary, enabling them to hold a conversation using sentences of 4 to 6 words.
Follow some of the Rainbow Rules and expectations.
Be independent in meeting their own needs and making choices.
Recognise familiar logos and their name, writing parts or whole name with an awareness of letter sounds.
Can count to 5 or more and have a depth of understanding of its quantity.
Have an awareness of other places and the wider world, embracing new experiences and rising to challenges.
How do we choose what experiences to offer our children?
Basic continuous provision – The resources we put out each session.
Indoors – dough, construction, art, sensory, book corner, puzzles, mark making, small world, musical instruments.
Outdoors – Pebble area, sand, construction, large loose parts, mud kitchen, chalk, books, mark making equipment, crates, and planks of wood.
Enhancements – what we add to our basic continuous provision after having observed our children’s interests and where they need extra challenge and stimulation.
Adult led activities –these are based on our knowledge of our cohort of children, their interests, and their developmental needs. These include twice-daily group times for all children (songs, stories, dancing, etc) and activities the children can choose to participate in, for example baking, sewing, junk modelling.
Interventions – these are more specialized activities for particular children who have been identified as having an additional need in a particular area, for example children with SEND or children who need encouragement around speaking.
What is our Pedagogy • every minute we are with the children is an opportunity for the children to learn, either from the environment we’ve created, or from the children’s interactions with the adults.
Warm, kind, relaxed and respectful adults help children to settle quickly.
Children feel secure and supported, and from this foundation, are able to access the curriculum to its full advantage.
We have a generous learning environment.
Offer choices.
Strong partnership with parents
Free flow play allows children to become absorbed in their learning, which helps them to make mental connections upon which further learning is built.
Free flow play helps children to be independent, curious and creative. It promotes a calm atmosphere within the setting.
Children have access to the outdoors throughout the session. This means that children are able to indulge their need to move, to use gross motor movements, to build their muscles, and to experience all weather play.
In the Moment Planning means that we can move our children’s learning on in a natural, child-led way. It gives us an in-depth overview of where they are developmentally, and provides a strong line of communication between us and the children’s parents.
Reflective practice means that teachers are constantly questioning their assumptions and thinking about what is best for the children.
What measures do we put in place to ensure that our pedagogy is embedded throughout the pre-school?
Open-ended resources and loose parts promote imagination and creative thinking.
Hold half-termly supervisions to “deep dive” into practice.
Knowledge of key children and our staff training needs.
We have a comprehensive induction process and mentoring system for new staff, apprentices, and staff returning to work after a break.
Regular staff meetings to discuss practice, provision and children’s development.
We hold morning briefings each session for staff to share information about their Key Children with the full staff team.
Rotas with staff allocated on duty outside all morning/afternoon session, each day.
To provide a high standard of quality care for many years to come, by continually considering how best to create, maintain and improve the setting.
To safeguard and promote the welfare of the children in our care, by creating a setting which is welcoming, safe and stimulating, and to ensure that all children and families feel safe and valued.
Safeguarding Children:
Learning Tree Pre-school aims to create an environment which promotes and safeguards the welfare of children. We have a duty of care to refer any allegation, complaint or concern received relating a child to Social Services or the police. A copy of our safeguarding children policy and procedure is always available in our folder.
If you are worried at all about a child please take a look at the government guidelines.
We aim to provide a safe, and secure environment. There are always at least two first aiders on duty at all times and all accidents, no matter how small, are recorded and shared with the parent/carer.
Before the start of the session, a detailed risk assessment is carried out of both the indoor and outdoor areas. All food preparation areas are thoroughly cleaned ready for snack.
There is always a member of staff on door and gate duty at both the start and end of the session. Once the parents have gone the inner door and gate is locked.
We carry out regular fire drills for both the morning and afternoon sessions.
All staff, students and regular volunteers are DBS checked at an enhanced level.
Activities/resources
Listed below are some of the activities we are able to offer on a regular basis
Painting and mark making
Water and sand play
Cosy book corner
Role play area
Creative area
Snack area
Wide range of construction resources
Games and puzzles
Adult led focus activities based on the children’s interests
Outside areas which are in the process of being transformed into two exciting gardens.
We will be able to make mud pies, run, jump, play, be creative, use our imagination, plant fruit, vegetables and flowers and enjoy nature
Snacks and Healthy Eating
We provide a wide range of healthy snacks at each session.
We discuss with the children what they would like to eat, and healthy suggestions are put on the shopping list for the following week.