What should I be looking for?
 | Choosing the setting for your child's early education |
| Atmosphere - things to look for |
| Lunchtimes |
| Learning |
| The Adults |
| Safety & Hygiene |
| Cost |
| Contacts |
Children develop more rapidly in their first five years than at any other time. Good quality education in these formative years gives a firm foundation for their future development. You do not have to send your child to an educational setting before the beginning of the term following their fifth birthday but you may choose to do so because of the lasting benefits. Also check the Parents Guide to the system.
Choosing the Setting
for Your Child’s Early Education
If you decide to take advantage of the Government’s early years programme for 4
year-olds (and soon 3 year olds) you will need to choose the best setting to suit your
child as well as yourself.
We suggest you visit one or more settings before you make a choice. You may want to pay
more than one visit, at different times. This will help you to get a picture of the
different activities provided and to meet all the staff who will look after your child.
Even with a childminder it is helpful to visit with your child in advance. Look around and
make sure the atmosphere is right. If you are not sure, ask to visit again. Don't be
afraid to ask questions - childminders expect them.
This short guide sets out some important features of good pre-school educational
provision. It will help you to know what to look for when visiting, and serve as a guide
for questions you will want to ask. A more detailed guide as well as help & advice is
available from Avon Parents Network. They also have leaflets
for different areas of the city, as well as more general information.
Remember – free part-time educational places for four-year-olds from the beginning of
the term following their fourth birthday are only available in those settings registered with the Local Education
Authority (Bristol City Council).
Atmosphere - things to look for:
First, look for a welcoming atmosphere in which you & your child feel at ease. You may
find the following lists helpful as an initial checklist:
| Are you and your child made welcome? |
| Can you talk to the adults about your child and do they listen and take notice of what you say? |
| Does each child get enough individual attention? |
| Is the equipment attractive and in good condition? |
| Does the room look inviting and attractive from a child’s point of view? |
| Is there enough space for children to play and work together or alone? |
| Are the children encouraged to try different activities? |
| Is the level of noise acceptable? |
| How do staff react to children who are upset or who misbehave? |
| How do the staff get on with the children? |
| Do the children talk readily with all the adults? |
| How do the children get on with each other? |
| Do the children look happy and at ease? Are they playing/ talking together? |
If your child is going to have a meal at lunchtime:
| How is the mealtime organised? Do the children look like they're enjoying mealtime? |
| Is the menu varied and balanced? |
| Can the setting take into account different cultural backgrounds, religious needs, and cater for special diets? |
| Do some of the adults eat with the children? |
| How are children supervised? |
| What are the arrangements for storing and serving packed lunches? |
Learning
You will want to look at the arrangements made for children’s learning. Remember that
young children learn a great deal through well-structured play. They learn how things
work, about their surroundings and the world they live in. By playing with other children,
they come to understand how other people think and feel and they learn to adapt their own
behaviour. Most of all, they develop good attitudes to learning that will stay with them
for the rest of their lives.
| Are there opportunities for children to handle and explore materials, e.g. sand, clay, water? |
| Is there a range of attractive books for them to look at in a comfortable area of the room? |
| Can they make things to their own design with wood, paper, card and construction kits or blocks ? |
| Are there different tools such as pencils, crayons and markers so they can draw and write? |
| Are there toys they can use to think about the world they live in, such as a dolls’ house, farm, or garage? |
| Is there a range of equipment they can use to sort, match and count? |
| Are there times when they can choose what they want to do and which resources they want to use? |
| Are there times when they can work at a task that has been set by an adult? |
| Are they encouraged and helped to learn how to work with others? |
| Are both boys and girls encouraged to use all the equipment? |
The Adults
The adults play an important part in children’s learning. They need to be aware of
what each child is trying to find out as they play, so they can plan and structure new and
exciting learning challenges.
| Do adults encourage children’s play by asking questions and making careful comments? Are they involved in activities with the children? |
| Do they use play events to give children new information and teach new skills? |
| Do they suggest different resources children might use that will present new challenges? |
| Do they spend most of their time with the children? |
| Do the adults listen to the children and/or talk to the babies? |
| Do adults praise and encourage the children? |
| Do they plan activities for the children that help them learn new skills and knowledge related to the Desirable Outcomes (the goals which describe what children can be expected to know and be able to do by the time they become five). |
| Does the carer know exactly which children are present at any one time? |
| Does the childcare provider have a procedure for ensuring that only you, or someone appointed by you, can collect your child? |
| Are there clear procedures for dealing with accidents? |
| Does the carer ask you for an emergency contact number? |
| Is the equipment clean and in a good order? |
Costs vary tremendously but when asking about the cost of any type of care consider:-
| What is included in the fee? |
| What payment is required if your child is absent for any reason? |
| What are the terms of payment? |
| What are the notice requirements? |
Remember that good quality may cost a bit more, but may be worth it if it provides your child with stability and continuity, and you with security.
Many training schemes or courses now attract a childcare allowance to help with childcare costs. Ask the contact below if you think you might need help. The Childcare Tax Credit is due to take effect in October 1999. It is designed to help low paid employees. Further details soon.
Contacts for More Information
The latest Bristol Early Years Development Plan is available for you to see in public
libraries, at Partnership members settings, or by ringing the Early Years Team on (0117)
903 7736
There is more information in the publications available from Avon
Parents Network by telephoning them on Tel: (0117) 941
3999 FAX:(0117) 941
5803
You could also try the Bristol Info or Bristol links page