Operational Plan 09 10

MeadowPreSchool Operational Plan
OurOperationalPlansetsoutthebackground,andaimsandobjectivesofoursetting,plusourmanagement structure,staffing,policies,procedures,ethos,curriculumandactivities. Formoreinformation,contacttheChairorSecretaryoftheCommitteeorseeourwebsite: www.meadowpreschool.org.uk
Meadow Pre-school Registered as a company limited by guarantee in England & Wales Registered office: Albert Road, Rochester, Kent, ME1 3DA. Company Number: 6560860 Tel: 01634 814122 E-mail: email@meadowpreschool.org.uk Web: www.meadowpreschool.org.uk Charity No: 1124861 Ofsted No: EY378947 Manager: Bev Pritchard Committee Chair: Sue Wade
Introduction
Meadow has been providing a welcoming, happy and safe environment for pre-school children to learn, play and develop for over thirty years (established 17 September 1977). Our aim is to encourage children to learn, gain confidence, become socially aware and develop the ability to express themselves in a caring and friendly environment. We have our own hall on Albert Road, Rochester in which we have a main room for indoor activities, a smaller room for reading and quiet activities and a large landscaped garden for riding bikes, climbing, digging in the sandpit and running about. We are registered with Ofsted to care for 30 children per session. Meadows Manager Beverley Pritchard has an NVQ Level 3 qualification in Childcare and Education, has completed her degree in Childcare and Education and is training for the new Early Years Professional Status qualification.. Bev and her team will be happy to talk to you about your child and their progress at Meadow at any time. Meadow is a registered charity and managed by a Committee of parents. Meadow has recently incorporated and so whilst still a charity, Meadow is also a company limited by guarantee. All parents are more than welcome to join the Committee and help us to manage and develop Meadow. As childrens first educator, Meadow welcomes parents and guardians, and strongly encourages you to continue to help your child to learn and grow, and to become involved with the further development of the Pre-School. Ofsted monitors our pre-school, its learning environment and curriculum. As a result of incorporation old reports are now only available on the Meadow website; www.meadowpreschool.org.uk. Meadows most recent inspection was in May 2009 and can be read here: http://www.ofsted.gov.uk/oxcare_providers/urn_search?urn=EY378947&type=1&submit=Go This Operational Plan is openly available to all on the notice board in the Foyer of Meadow Pre-school, on our website at www.meadowpreschool.org.uk and on written request to the Chair of the Committee at any time. Please read the Operational Plan in consultation with the Prospectus and the Meadow Pre-school website. Registration information:
Ofsted
EY378947
DfES
521657
Charity Commission
1124861
Pre-school Learning Alliance

24694
Meadow Pre-school aims to: Provide high quality care and education for children primarily below statutory school age; Work in partnership with parents to help children to learn and develop; Add to the life and well-being of its local community; and Offer children and their parents a service that promotes equality and values diversity. We aim to ensure that each child: Is in a safe and stimulating environment; Is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer parent helpers; Has the chance to join with other children and adults to live, play, work and learn together; 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 key person team who makes sure he/she makes satisfying 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.
Management
Meadow is managed by a committee of volunteer parents. Members are elected by the parents at our Annual General Meeting which takes place each September/October. The committee is responsible for: Managing the setting's finances; Employing and managing the staff; Making sure that the setting has - and works to - policies that help it to provide a high quality service; and Making sure that the setting works in partnership with the children's parents. The Annual General Meeting is open to the parents of all of the children who attend the setting. It is our shared forum for looking back over the previous year's activities and shaping the coming year's plan. Day to day management of the setting is delegated to the Manager, Beverley Pritchard who is responsible for curriculum planning, administration and finance, staff management and supervision, and all childcare and education matters. Bev is managed by the officers of the Committee. All members of staff have job descriptions and contracts, referring to our grievance and disciplinary procedures, benefits and allowances. Childcare staff meet two-weekly to discuss the children in their care, sharing learning and advising each other of developments. Staff have annual appraisals with the Manager, and the Manager has an annual appraisal with the officers of the Committee. The Manager of the pre-school and the Deputy Manager comprise the staff management team, the officers of the Committee are the committee management team. Management meetings involving both teams are held every six weeks to review and discuss day-to-day management issues and any other pressing concerns. Staffing Meadow Pre-school Child care staff Our staff are appropriately qualified and we carry out checks for criminal and other records through the Criminal Records Bureau in accordance with statutory requirements. Bev Pritchard Manager NVQ Level 3 qualified. SEN Co-ordinator. First Aider. Liz Estabrook Senior Pre-school Practitioner NVQ Level 3 qualified. Alison Jackson Pre-school Practitioner NVQ Level Deirdre Williams Administrator NVQ Level 2 qualified. Our temporary Administrator also covers staff absenteeism as a Pre-school Practitioner Adult to child ratios Meadow always ensures that we have a minimum of one adult for every four children aged two and one adult for every eight children over three. We have a minimum of two staff/adults on duty at any one time, including one qualified first aider.
Gail Lamb Deputy Manager NVQ Level 3 qualified. First Aider. Child Protection Co-ordinator Sarah Pattenden Pre-school Practitioner NVQ Level 2 qualified. First Aider Tony Powell Pre-school Practitioner PLA Practice Cert. Music Co-ordinator
Maintaining high numbers of adults to children helps us to:
Give time and attention to each child; Talk with the children about their interests and activities; Help children to experience and benefit from the activities we provide; and Allow the children to explore and be adventurous in safety.
No member of staff is left unsupervised with one or more child. Students on short-term placements at Meadow are not counted in our staff to child ratios. However, if a student is over 17 years of age and working at Meadow for the duration of his/her NQV course we may count them in our ratios, this is determined on a case-by-case basis in consultation with the appropriate authorities. Volunteers, students and parent helpers We use Ofsted guidance on obtaining references and criminal record checks through the Criminal Records Bureau for staff and volunteers who will have substantial access to children. All volunteers, students and parent helpers are supervised at all times. Where appropriate and in accordance with Ofsted guidance all volunteers, students and parent helpers complete a criminal record check and are vetted by Ofsted using an EY2 form. All visitors to the Pre-school must show valid identification and sign in and out of our visitors book. All staff, volunteers and students are reminded of our visitors policy to ask for independent verification of a visitors identify, and that it is better to be safe and sure, than to be at risk. Non-child care staff In addition to our child care staff, Meadow Pre-school also employs a part-time temporary Administrator, Deirdre Williams, a free-lance book keeper (off-site) Mel Venning and a part-time cleaner, Jane Pooley. Neither Mel nor Jane has access to the children or their information.
Organisation
Meadow Pre-school Organisational Chart
THE COMMITTEE
(registered provider of care)
Pre-school Manager
Beverley Pritchard
Committee Officers Committee Management Team

Chair Sue Wade Vice Chair Catherine Short Secretary Alison Ogilvy Treasurer Michelle Hone
Meadow Pre-school Management Team

Bev Pritchard Manager Gail Lamb Deputy
Deirdre Williams Administrator Mel Venning Bookkeeper Jane Pooley Cleaner
Pre-school Practitioners
Liz Estabrook Alison Jackson Sarah Pattenden Tony Powell Deirdre Williams
Management/Staff Communication Channels
Committee Officers Committee Management Team

Chair Sue Wade Vice Chair Catherine Short Secretary Alison Ogilvy Treasurer Michelle Hone
Meadow Pre-school Management Team

Bev Pritchard Manager Gail Lamb Deputy
Deirdre Williams Administrator Mel Venning Bookkeeper
Pre-school Practitioners
Liz Estabrook Sarah Pattenden Alison Jackson Tony Powell Deirdre Williams
Liz Estabrook Staff H&S Officer Alison Ogilvy Committee H&S Officer
Gail Lamb Staff Child Protection Officer Sue Wade Committee Child Protection Officer
Bev Pritchard SEN Co
Special Needs Carer(s)
Premises
Meadow Pre-school is based in a hall on Albert Road, Rochester leased on a 10 yearly basis from Medway Council. The building consists of a hallway which leads to an office on the right hand side and a store room on the left (used by the Committee). The main hall is straight ahead, and is the principle activity area. At the back of the hall is the quiet room where children enjoy books and music in small groups. The main hall also leads to the kitchen, childrens toilet and the adult cloakroom. A door from the main hall leads to our large landscaped garden. Our site is bordered on three sides by public highways, the borders are lined with high stonewalls and mature trees. On the fourth side, to the left as you look at it, Meadow is bordered by the rear of 70 Maidstone Road.
BakerStreet
Sandpit
Play House
MainGarden
Bike Shed
Kitchen Tyre Garden Cupboard StaffToilet
QuietRoom
MainHall
Childrens Toilets Office
Cupboard Committee Room Shed
Main entrance
AlbertRoad
Perimeterofplot Perimeterofbuilding
AlleywaytoBakerStreet
Following a grant from Councillor Ted Bakers Ward Improvement Fund, security was improved in 2005 when a high locked gate was fitted to the right hand side of the building. This has prevented trespassers from using the garden after Pre-school hours. Our hall had a total refurbishment in the Spring of 2006. The hall was painted throughout, new doors were hung, new storage facilities fitted, the Quiet Room was completed and opened, and a new floor was laid. During 2007/8 we continued updating and redecorating the internal and external environment, and cleared and replanted a previously dead area in the garden. Much of the building was constructed with low grade asbestos; the original internal floor tiles, external floor tiles and the roof tiles. Currently none of the asbestos poses any risk to the children or adults at Meadow. Periodically, Medway Council carries out an asbestos report on the property, advising us of any maintenance that is required. A copy of the report is shown to anyone quoting for or conducting maintenance on the building. The staff carries out daily checks to ensure the asbestos continued safety. The named staff Health & Safety Officer works with the named Committee Health & Safety Officer to carry out a risk assessment based on the annual inspection report and make recommendations. In Spring 2006, a member of staff noticed that some of the internal floor tiles were cracking. This was acted upon immediately to make the tiles safe. Within a month, all of the exposed internal floor tiles were removed and replaced with a new floor. In Spring 2007, the roof began to leak in two places, near the rear door to the garden and in the childrens toilets. A full assessment of the roof was made. Contractors concluded that it would be in the region of 25,000 to replace the asbestos roof. However, they recommended a paint-on sealant could be applied to the cleaned roof tiles that should seal the roof. This work was carried out in May 2007 with a ten-year guarantee (if the sealant is reapplied after five years) and this appears to have fixed the leaks.
Care and Education

Key Person Teams Our setting has a key person team system. This means that each key person team (made up of a Senior Pre-school Practitioner and a Pre-school Practitioner) has a group of children for whom they are particularly responsible. Your child's key person team will be the people who work with you to make sure that what we provide is right for your child's particular needs and interests. When your child first starts at the setting, they will help your child to settle and throughout your child's time at the setting, they will help your child to benefit from the setting's activities. The current key person teams are: Bev & Tony, Sarah & Liz and Gail & Alison. Childrens records In accordance with the EYFS, we maintain two types of record for all children: developmental and personal. Developmental records These include observations of children in the setting, samples of their work, summary developmental reports and records of achievement. This is covered later in this section. Personal records These include registration and admission forms, signed consents, and correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents, and observations by staff on any confidential mater involving the child, such as developmental concerns or child protection matters. These confidential records are stored in a lockable file or cabinet and are kept secure by the person in charge in the office. Parents have access, in accordance with the access to records procedure, to the files and records of their own children but do not have access to information about any other child. Staff will not discuss personal information given by parents with other members of staff (except the Manager), except where it affects planning for the child's needs. Staff induction includes an awareness of the importance of confidentiality in the role of the key person. Consent forms At the time of enrolment and registration, parents are asked for their consent in relation to outings, photographs and emergency medical treatment Curriculum Meadow Pre-school offers a welcoming, happy and safe environment for pre-school children to learn, play and develop. Meadow follows the EYFS http://www.standards.dfes.gov.uk/eyfs/. The Early Years Foundation Stage (EYFS) brings together: Curriculum Guidance for the Foundation Stage (2000), the Birth to Three Matters (2002) framework and the National Standards for Under 8s Daycare and Childminding (2003), building a coherent and flexible approach to care and learning. All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident that their child will receive a quality experience that supports their development and learning. For full information on the curriculum and activities please see the Prospectus or the website at www.meadowpreschool.org.uk. Curriculum activities are presented to cater for differing development levels and preferred learning styles. In each session, we work in small groups giving the children an opportunity for group discussion and also in larger or whole groups for songs, stories and music. EYFS Themes and Principles EYFS specifies four main themes for the care and education of children from six months to the end of reception year at school. These four themes are:
A Unique Child Positive Relationships Enabling Environments Learning and Development Each Theme is linked to an important Principle. Each principle is underpinned by four Commitments which describe how the principles can be put into practice.
Theme
Principle
Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
Committment
Child Development Inclusive practice Keeping Safe Health and Well-being Respecting Each other Parents as partners Supporting learning Key person Observation, assessment and planning Supporting every child The learning environment The wider context Play and exploration Active learning Creativity and critical thinking Areas of learning and development
A Unique Child
Positive Relationships
The environment plays a key role in Enabling Environments supporting and extending children's development and learning.
Learning and Development
Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected
EYFS recognizes the differing developmental needs of children at different ages. Meadow covers the stages 22-36 months and 30-50 months. 22-36 months: Children's fine motor skills continue to develop and they enjoy making marks, using a variety of materials, looking at picture books and listening to stories, important steps in literacy. Self-help and independence soon emerge if adults support and encourage children in areas such as eating, dressing and toileting. Praise for new achievements helps to build their self-esteem. In this phase, children's language is developing rapidly and many are beginning to put sentences together. Joining in conversations with children is an important way for children to learn new things and to begin to think about past, present and future. Developing physical skills mean that children can now usually walk, climb and run, and join in active play with other children. This is an important time for learning about dangers and safe limits. 30-50 months: An increased interest in joint play such as make-believe, construction and games helps children to learn the important social skills of sharing and cooperating. Children also learn more about helping adults in everyday activities and finding a balance between independence and complying with the wishes of others. Children still need the comfort and security of special people. Close, warm relationships with carers form the basis for much learning, such as encouraging children to make healthy choices in food and exercise. At this stage children are becoming more aware of their place in a community. Literacy and numeracy can develop rapidly with the support of a wide range of interesting materials and activities. Children's language is now much more complex, as many become adept at using longer sentences. Conversations with adults become a more important source of information, guidance and reassurance.
Learning and Development Meadow follows the six main areas of learning and development as set out by EYFS. All areas of Learning and Development are connected to one another and are equally important. All areas of Learning and Development are underpinned by the principles of the EYFS. The areas of Learning and Development are: Personal, Social and Emotional Development Communication, Language and Literacy Problem Solving, Reasoning and Numeracy Knowledge and Understanding of the World Physical Development Creative Development.
For each area, the guidance sets out early learning goals. These goals state what it is expected that children will know and be able to do by the end of each stage of EYFS. For each early learning goal, the EYFS Development Matters describe the stages through which children are likely to pass as they move to achievement of the goal. Meadow is using the EYFS development guidelines to enable the children to acquire their early learning goals. Observations and records help us to trace each child's progress and enable us to provide the right activities to help all of the children to achieve and progress. Meadow offers a varied selection of activities throughout the day using both indoor and outdoor activities to help each child learn and understand skills that will help them fit into the world physically, intellectually, emotionally and socially. All the activities supplied complement the EYFS curriculum, they include: Creative activities: sticking, model making, drawing, painting etc Imaginative play: dressing up, home corner, farm animals, cars and construction toys. Messy play: sand and water play Cooking: supervised cooking of biscuits, bread etc Quiet play: books, jigsaws and drawing. Physical play: climbing frames, tunnels, bikes, ride on toys, balls, trampolines and gymnastics. Books: books are shared in group time and available for children to read and look at any time. Music and movement: song time, music and dance. Gardening: planting seeds, looking after them and watching them grow.
Ethos
Meadow believes in learning through play and presenting everything to the child through their eyes. Our approach is based on two highly regarded approaches to child care and early years education: Reggio Emilia and High/Scope. The Reggio Emilia approach to education which is committed to the creation of conditions for learning that will enhance and facilitate children's construction of "his or her own powers of thinking through the synthesis of all the expressive, communicative and cognitive languages". High/Scope recognises the uniqueness of each child and develops their self-confidence by building on what they can do. This approach is based on sound educational principles, as detailed below. Active Learning. Children learn best by being active - by engaging with people, materials, events and ideas in ways that are direct, immediate and meaningful to them. Every aspect of the High/Scope Approach supports active learning. Personal Initiative. Children have a natural desire to learn. We recognise and support this. It encourages children to use their initiative, to plan and to develop their own strengths and interests. Our Plan-Do-Review process gives children the opportunity to create and express their intentions, to generate their own learning experiences and to reflect on those experiences. Consistency. To become confident, independent learners, children need consistency. The High/Scope Approach provides this through the daily routine, the organisation of the learning environment and in the ways that the adults interact with children. Genuine Relationships. Children achieve more when they feel happy and secure. High/Scope practitioners bring genuine warmth and trust to their relationships with children. They also respect and value each child's personal and cultural identity. Appropriate Curriculum. Children need a curriculum that is appropriate to their intellectual, emotional and physical development. The High/Scope Curriculum has been developed through extensive observations of young children learning. It is based on key learning experiences and offers children the foundation of knowledge, skills and ideas that they will build on throughout their lives. Although it may sometimes seem a less formal approach to learning than some other settings, the approach to learning adopted by Meadow is structured in the context of the EYFS. Activities involve all six areas of learning and development as defined by EYFS and Meadow children are given plenty of opportunities to explore and to learn about them at their own pace. Termly theme Each term the staff organise the curriculum around a general theme to give the activities some structure. Recent themes have included, our town, growing, the seasons and going on a bear hunt. Building on the Reggio Emilia approach we plan our curriculum and activities around the children and are flexible and in tune with their interests. This often means that even if, for example, we have planned to do art in the afternoon, if one child has brought in a seedling they have been growing and the children are interested in this we might adapt our afternoon activities to incorporate growing and gardening. Outings Meadow organises regular outings for the children to widen their pre-school experience. The activities generally complement the termly theme for example if the theme is health, the children might visit the doctors surgery or hospital. Additionally regular or annual outings include the Teddy Bears Picnic, library visits, Going on a Bear Hunt and visits to Watts Meadow or the allotments. Outings are generally on foot and consent is always obtained before a major outing.
Special educational needs Meadow provides equal opportunity of learning for all children, including those with special educational needs. Our staff are experienced in working with children with a range of physical and learning disabilities. If you wish to discuss your childs own particular needs, please make an appointment with Bev, who is the Special Educational Need Co-ordinator. Currently we do not have wheelchair access to the Pre-school, but we are working towards this. Learning groups As many of our sessions are mixed age and developmental stages, our children are allocated a learning group: Caterpillar, Ladybird, Butterfly or Bumblebee. This enables us to pitch activities at their age group, so that we can move them towards their Early Learning Goals in their own time.
Opening times
Meadow Pre-schools term times are in line with the local infant and primary schools. Meadow is open five days a week and has two sessions a day. 09:00 to 11:45 and 12:15 to 14:45. Children attending the morning session and afternoon sessions are able to stay for a packed lunch for an additional fee. Morning sessions are reserved for children over three years old. Fees Our fees are currently 7.00 per session. There is a reduced rate of 5.50 per session per child for twins attending the same sessions. Lunch Club cost 1.50 each per day. Fees are payable in cash or by cheque in advance. Fees are to be paid to our Administrator Deirdre Williams or Manager, Bev or Deputy Manager, Gail at the beginning or end of a session. Receipts will be given for all payments. At the beginning of the full term after your childs third birthday they qualify for five free (Government funded) sessions a week. This can be five mornings or afternoon sessions, or two and a half full days. Meadow is responsible for applying for Government funding on your childs behalf. Any sessions in addition to the five funded sessions will be charged at the normal 7.00 rate. Term dates Meadow follows the term dates of the local schools. The dates for the 2009/10 academic year are: Term 1: Term 2: Term 3: Term 4: Term 5: Term 6: Wed 9 Sept Fri 23 Oct 2009 Mon 2 Nov Fri 18 Dec 2009 Mon 4 Jan Fri 12 Feb 2010 Mon 22 Feb Thu 1 Apr 2010 Mon 19 Apr Fri 28 May 2010 Mon 7 Jun Fri 23 July 2010
INSET DAYS: (no sessions) Monday 7 Sept and Tuesday 8 September. Other inset days will be confirmed as the academic year progresses, please watch the notice board, website and newsletters for more information. Collection of children All parents or guardians must collect their children at the end of each session. If they are unable to collect their child, they must arrange for collection by one of the authorised collectors (as declared in the childs registration form) and notify Meadow in the Collection Book and in person. If parents are unable to collect their child or arrange for their collection, the procedure set out in the Noncollection of children policy will be enacted. Meadow reserves the right to ask for additional payment to cover the cost of staff waiting with the child until he/she is collected.
Information to parents
Daily information Daily plans and news are written on the whiteboard mounted on the wall near the exit doors. Newsletters A newsletter is given to parents each new term. The Committee sends a newsletter about forthcoming fundraising events and other plans for the pre-school. Bev and her team produce on newsletter informing you of curriculum plans and news of the activities the children have been focusing on in recent weeks. Further information and copies www.meadowpreschool.org.uk Parent/staff meetings Meadow operates an open door policy. Parents can speak to any member of staff about their childrens development at any time. If a parent wants a more detailed discussion they are able to book an appointment to meet with a member of their childs key person team at any time. Meadow invites parents to meet staff on an annual basis at a more formal parent/staff meeting. Towards the end of childrens time at Meadow, before they start school, these meetings focus on the childrens development in depth, working through the profile document that staff have contributed to throughout the childs time at Meadow. Observations and Records of Achievement Each child has a folder in which the key person team compiles observations on the childs time at Meadows. Art sometimes goes into file if it is noteworthy, otherwise child takes art work home. Observations and anecdotal notes are written down by all members of staff. Seniors of the key person teams collect these observations from all staff and enter them into the each childs Record of Achievement. Senior practitioners are expected to be proactive in gathering information and taking notes. Information gathered is entered into the Records of Achievement on an ongoing basis. Ofsted are very clear that they do not want settings to test pre-school children. Meadow prefers to observe children as they are busy, rather than setting up particular test activities for staff to make notes on. The observations are therefore random and spontaneous. They will however cover the areas of development covered by the EYFS as a result of Meadow following the ethos of learning through play. Staff plan specific activities to suit child/childrens interests. Parents can look at these folders at any time and can contribute to them by bringing in artwork/stories/anecdotes from home. Home achievements and experiences are then included in the records. The early learning goals and the path the child has taken towards them are included in the back of the childs folder. of past newsletters is also available on our website at
Policies
The policies and procedures of Meadow Pre-school are available for all parents, carers and visitors in the Foyer of the Pre-school and also on our website at www.meadowpreschool.org.uk The following policies were formally adopted at the 2006 Annual General Meeting on 11 July 2006 and amended at Committee meetings throughout the following two years. Admissions Behaviour management Child protection Complaints Confidentiality Equality and diversity Equipment and resources Health and safety Non-collection of children Parental involvement Special educational needs and disability Staffing and employment Student placement Concerns or Complaints We hope that you very happy with Meadow, but if you have any concerns or complaints about your childs care and education, please in the first instance speak to the Manager, Bev Pritchard. If you feel that your concern has not been dealt with sufficiently please contact to the Chair of the Committee. If you want further advice please contact Ofsteds Early Years Complaint Line on 0845 601 4772
Conclusion
We hope that this Operational Plan has been of interest and supplied you with the information that you needed. It should be read in consultation with the Meadow Pre-school Prospectus and the information contained on our website at www.meadowpreschool.org.uk If you feel that it is missing some information or you require further details on any aspect of our organisation, please speak to the Manager Bev Pritchard or the Chair or Secretary of the Management Committee.

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Operational Plan 09 10

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MeadowPreSchool Operational Plan

OurOperationalPlansetsoutthebackground,andaimsandobjectivesofoursetting,plusourmanagement structure,staffing,policies,procedures,ethos,curriculumandactivities. Formoreinformation,contacttheChairorSecretaryoftheCommitteeorseeourwebsite: www.meadowpreschool.org.uk

Pre-school Learning Alliance

Maintaining high numbers of adults to children helps us to:

Meadow Pre-school Organisational Chart

Committee Officers Committee Management Team

Meadow Pre-school Management Team

Deirdre Williams Administrator Mel Venning Bookkeeper Jane Pooley Cleaner

Management/Staff Communication Channels

Committee Officers Committee Management Team

Meadow Pre-school Management Team

Deirdre Williams Administrator Mel Venning Bookkeeper

Bev Pritchard SEN Co

Special Needs Carer(s)

Kitchen Tyre Garden Cupboard StaffToilet

Childrens Toilets Office

Cupboard Committee Room Shed

Care and Education

Learning and Development

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