Welcome to Stowupland Pre-School and the Mighty Oaks

Please feel free to explore what we offer through this website. If you have not already visited us, then please do come and meet us. If you are considering the pre-school for your child, we recommend you come and visit us during one of the sessions. This allows you to see the pre-school environment, meet the staff and children who are with us, and ask any questions you may have. Alternatively, we would love to hear from you via our contact page.
Our latest Ofsted report can be found here

Aims and Objectives


Within our Pre-school we aim:

• To provide a stimulating, secure, and happy environment in which children can have fun and develop a level of learning enabling them to reach their full potential and feel valued and confident.

• To take into account individual needs and abilities to ensure equal opportunities for all children and their families.

• To use a variety of teaching styles and experiences to provide a full and balanced curriculum enabling children to expand their knowledge.


In order to achieve these aims we offer:

• A wide range of activities in an environment which enables children to feel happy, secure and confident and able to develop in the areas of learning (Early Years Foundation stage) at their own pace.

• Individual care and attention, which is made possible by a high ratio of adults to children and the support of a personal key worker.

• A team of experienced and qualified staff members who work closely with the Early Education support teachers and offer parents and carers the opportunity to be involved in the activities of the group and their child’s progress.

You Child’s Key Person

The Role of your child’s Key Person

The pre-schools aim is to offer the highest quality of experience for both children and adults in the group. Our high ratio of adults to children helps us to do this, but another important factor is the key person system, which ensures personal attention to the needs of each individual child and family.

A key person system can provide:

• Assistance with settling into the pre-school;

• Close monitoring of each child’s progress in all development areas;

• A personal contact between home and pre-school;

• Input into groups curriculum planning to ensure that each child’s needs are met, including any special needs.

• Individual knowledge of the group’s children, which enables the key person to make a valuable contribution to the group’s child protection system.

• Continuity of experience for the children during their time in pre-school;

• Opportunities to build up positive relationships with the parents in the group.

A key person does not:

• Shadow their children throughout the sessions;

• Liaise only with their own children;

• Prevent other adults from forming relationships with their key children.

Generally, a key person works most sessions that their children attend. In some cases it is not possible for them to be in all sessions. If you need to speak to your child’s key person and they are not there, you can leave a message for them to get in touch with you so that they know you need to speak to them. You can also speak to any other member of staff. Appointments can be made for a Friday afternoon if you wish to speak to your child’s key person in private. This also gives you the opportunity to view your child’s folder. Although each child has a key person, all members of staff build a relationship with the children and we would be happy to help in any way we can.

Our Curriculum

Within the group all children are supported in developing at their own pace. Each child is an individual and treated accordingly, our key worker system ensures a planned curriculum is tailored to each individual’s needs.

We have a Step by Step booklet for each child in which we record and         assess your child’s progress in the 6 areas of learning. These booklets are available to be looked at by parents on a Friday afternoon, during staff planning meetings, on an appointment basis.

We work to a variety of themes throughout the year and ask that you         encourage your child to bring in items relevant to the theme for “Show and Tell” during the session.

The 6 areas of learning are as follows:

Personal, Social and Emotional Development

This area of children’s development covers:

• Having a positive approach to learning and finding out about the world around them;

• Having confidence in themselves and their ability to do things, and valuing their own achievements;

• Being able to get on, work and make friendships with other people, both children and adults;

• Becoming aware of – and being able to keep to – the rules which we all need to help us to look after ourselves, other people and our environment;

• Being able to dress/undress themselves, and look after their personal hygiene needs;

• Being able to expect to have their ways of doing things respected and to respect other people’s ways of doing things.

Communication Language and Literacy

This area of children’s development covers:

• Being able to use conversation with one other person, in small groups and in large groups to talk with and listen to others; Adding to their vocabulary by learning the meaning of – and being able to use - new words;

• Being able to use words to describe their experiences;

• Getting to know the sounds and letters which make up the words we use;

• Listening to – and talking about – stories;

• Knowing how to handle books and that they can be a source of stories and information;

• Knowing the purposes for which we use writing;

• Making attempts at independent writing.

Problem Solving, Reasoning and Numeracy

This area of children’s development covers:

• Building up ideas about how many, how much, how far and how big;

• Building up ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects;

• Starting to understand that numbers help us to answer questions about how many, how much, how far and how big;

• Building up ideas about how to use counting to find out how many;

• Being introduced to finding the result of adding more or taking away from the amount we already have.

Knowledge and Understanding the World

This area of children’s development covers:

• Finding out about the natural world and how it works;

• Finding out about the made world and how it works;

• Learning how to choose – and use – the right tool for a task;

• Learning about computers, how to use them and what they can help us to do;

• Starting to put together ideas about past and present and the links between them;

• Beginning to learn about their locality and its special features;

• Learning about their own and other cultures.

Physical Development

This area of children’s development covers:

• Gaining control over the large movements which we can make with our arms, legs and bodies so that they can run, jump, hop, skip, roll, climb, balance and lift; • Gaining control over the small movements we can make with our arms, wrists and hands, so that they can pick up and use objects, tools and materials;

• Learning about the importance of – and how to look after – their bodies.

Creative Development

This area of children’s development covers:

• Using paint, materials, music, dance, words, stories and role-play to express their ideas and feelings;

• Becoming interested in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings.

Policies and Procedures

Policies and Procedures

This section contains a range of polices and procedures relevant to staff,         parents and children attending Stowupland Pre-School & The Mighty Oaks.         All of these have been made available in .pdf format, which can be opened         using adobe reader. If you do not have this please click here to download it, a link to adobe’s download page is also available at the bottom of this section.

A summary of our policies can be seen in our statement of intent document,         available here, alternatively, please click on the policy titles below to see them in full.


From April 2011, sessions are £9.75 per 3 hour sessions for non-funded children. Children become eligible for nursery education funding from the term after they are 3 years old, which pays for up to 5 sessions per week. You can share the funding between any number of pre-school facilities, providing you do not apply for more than 5 sessions per week. This funding is paid directly to the pre-school on completion of a parent declaration form.

From September 2010 the Lunch Club costs £4 and you will need to provide your child with a packed lunch.

You will be billed once your child is settled in and can pay weekly, or every half term with either cash or cheque. Please put these in a sealed envelope, with your child’s name and the amount paid. The payment of fees must be prompt as per the date stated on your invoice otherwise a £20.00 late payment fee will be incurred.

Term Dates


Autumn Term (1)
Friday 5th September - Friday 24th October

October Half Term
Monday 27th October - Friday 31st October

Autumn Term (2)
Monday 3rd November - Tuesday 16th December

Christmas Holiday
Thursday 18th December - Monday 5th January

Spring Term (1)
Tuesday 6th January - Friday 13th February

February Half Term
Monday 16th February - Friday 20th February

Spring Term 2
Monday 23rd February - Friday 27th March

Spring Holiday
Monday 30th March - Monday 13th April

Summer Term (1)
Tuesday 14th April - Friday 22nd May

Whitsun Half Term
Monday 25th May - Friday 29th May

Summer Term (2)
Monday 1st June - Wednesday 22nd July

May Bank Holiday – 4th May 2015