Uplyme Pre-School - Our Prospectus & Ofsted Information

For a copy of some of our policies, prospectus or Ofsted Report please click on the links at the end of the page to download.  For the full policy file please visit the preschool.

Uplyme Pre-school Early Years Prospectus
Uplyme Village Hall, Lyme Road, Uplyme, Devon, DT7 3UY
01297 24318 / 01297 445087 / 07761 143882


Uplyme Pre-School was established about 30 years ago in the village hall of Uplyme, close to the seaside resort of Lyme Regis. The group moved to a new village hall in 1994. In September 2014 the preschool changed its status to a Charitable Incorporated Organisation and re-register with Ofsted and the Charity Commission. The area is primarily rural, with the majority of parents in employment.  The Pre-school’s overall management is undertaken by an annually elected committee, made up mainly of parents, who act together as the policy makers and the employers of all the staff.  This is in line with the group’s constitution, which was adopted by our group at an Annual General Meeting.

We are Ofsted registered and have regular inspections; we follow the Early Years Foundation Stage for children from birth to five years.

Our setting aims to:


Parents are regarded as members of our setting who have full participatory rights. These include a right to be:

As a community based, voluntary managed setting, we also depend on the good will of parents and their involvement to keep going. Membership of the setting carries expectations on parents for their support and commitment.

We aim to ensure that each child:

Children’s development and learning

The provision for children’s development and learning is guided by The Early Years Foundation Stage (DfE 2012). Our provision reflects the four guiding themes and principles of the Early Years Foundation Stage.

A Unique Child - Every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured.

Positive Relationships - Children learn to be strong and independent through positive relationships.

Enabling Environments - 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. the framework covers the education and care of al children in early years provision including children with special educational needs and disabilities.

How we provide for development and learning

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:

Prime Areas

Specific Areas

For each area, the level of progress children should be 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 ‘Development Matters’ guidance sets out the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.

Personal, social and emotional development

Our programme supports children to develop:

Physical development

Our programme supports children to develop:

Communication and language

Our programme supports children to develop:


Our programme supports children to develop:


Our programme supports children to develop:

Understanding the world

Our programme supports children to develop:

Expressive arts and design

Our programme supports children to develop:

Our approach to learning and development and assessment

Learning through play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think.  Our setting uses the Early Years Foundation Stage ‘Development Matters guidance to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities information from the Development Matters guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

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 Development Matters guidance to 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.


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 of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development.

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.

Records of achievement

The setting keeps a record of achievement for each child. Staff and parents working together on their children’s records of achievement is one of the ways in which the key person and parents work in partnership. Your child’s record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child’s key person will work with you to keep this record. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress. You and the key person will then decide on how to help your child to move on to the next stage.

Working together for your children

In our setting we maintain the ratio of adults to children in the setting that is set through the Safeguarding and Welfare Requirements. We also have volunteer parent helpers where possible to complement these ratios. This helps us to:

The staff who work at our setting are:

Janice Fowler, Playleader
(Qualifications & Experience: PPA Foundation Course, First Aid , Early Years Care & Education NVQ III, Safeguarding level 3, Leader since 1989)

Veronica Strawbridge, Playleader                  
(Qualifications & Experience: DPP 1995, BA in Education and Training, First Aid, Safeguarding level 3, Leader since 1995)

Jane Sole, Assistant                
(Qualifications & Experience: PPA Foundation Course, Early Years Care & Education NVQ III, First Aid, Safeguarding level 3, Assistant since 1989)

Tracey Trott
(Qualifications & Experience:
SENCO NVQ III, IPP 2004, SENCO British Sign Language, First Aid , Safeguarding Awareness)

Donna Heath, Assistant             
(Qualifcations & Experience: NVQ III, First Aid 2010, Safeguarding awareness)

Jean Watton, Assistant            
(Qualifcations & Experience: NVQ IIl, Safeguarding awareness)

Annette Reynolds, Assistant               
(Qualifcations & Experience: Btec Childcare studies, First Aid, Safeguarding Awareness)

Annie Thurgood, Admin/Manager
(Qualifications & Experience: PPA Foundation Course 1991, NVQ 111 Business and Administration 2011, Domestic Violence and Abuse – ADVA, Safeguarding level 3)

Opening Times

We open during term times only and we follow the same term times as Mrs Ethelston’s primary school. The session starts at 9.00 on Monday, Tuesday, Wednesday and Friday mornings and finish at 12.00. On Tuesday and Friday we offer a lunch club which finishes at 1.30pm and on Mondays we open in the afternoon until 3.30pm, lunch club is from 12 till 1.00pm. During the summer term only we run a Thursday session in the reception class of the primary school. This session is only for children that have been allocated a space at the school for the next academic year. The Thursday session runs from 8.50 till 11.50, this ensures we are out of the class before the school lunches start.

If you would like your child to attend Uplyme Pre-School please contact the administrator Annie Thurgood as soon as possible as places are limited.

We try to accommodate preferences usually offering 2 sessions a week initially.  Requests for additional sessions should be made to the Manager at the earliest opportunity to avoid disappointment and to allow the group to plan the best use of resources.

We also run a Toddler Group on Tuesday afternoons between 2pm and 3:30pm where parents and children meet, chat and play to get to know each other and the surroundings.  We also invite parents to a short morning meeting to learn how the group works and to see the Pre-School in operation.  We welcome visits to sessions in the ½ term before starting but parents must stay with their child.  (It is worth checking with playleaders to make sure the visit is convenient).  Once a child is 3 and can start formally we welcome parents to stay until they feel their child is settled.  We also hope that in due course our new parents will join in the several social and fund-raising events we organise and join the Committee to enable them to be fully involved in their child’s Pre-School education. 

We hope that your child’s time in Pre-School will be very happy and productive.  If you have any queries, or if we can be of any help, please contact the Manager, Playleader or Chairperson.

Pre-school phone - 01297 445087 or 07761143882

How parents take part in the setting

Our setting recognises parents as the first and most important educators of their children.  All of the staff see themselves as partners with parents in providing care and education for their child. There are many ways in which parents take part in making the setting a welcoming and stimulating place for children and parents, such as:


A newsletter is produced at least once each half term, and this is mail emailed to parents (hardcopies are always available at pre-school), and a copy is placed on the pre-school notice board. Update notes during the term are sent home with the child.  Posters are displayed in the entrance to pre-school, around the village (should it be for a community event) and beside the signing on sheets. We display any new policies, reports or funding information on the board for parents to read, a copy of all the policies is available each morning in the foyer.

We send out a questionnaire annually for parents to complete.  We hold Open Mornings for current parents to attend and for parents of children due to start the Pre-school.

At the end of each session, a note of the session activities is written on the whiteboard placed just inside the pre-school.  Staff and key workers are available to discuss child information with parents, there is a private room available if the parent or staff wishes to discuss confidential information. Parents are encouraged to add their child’s interest and anything that they have enjoyed onto the photo board in the foyer for us to incorporate into the weekly planning.

The parents’ rota

The setting has a dated calendar which parents can sign if they would like to help at a particular session or sessions of the setting. Helping at the session enables parents to see what the day-to-day life of the setting is like and to join in helping the children to get the best out of their activities.

Joining in

Joining the rota is not the only means of taking part in the life of the setting. Parents can offer to take part in a session by sharing their own interests and skills with the children. Parents have visited the setting to read books the children, play a musical instrument or do some planting and gardening.

We welcome parents to drop into the setting to see it at work or to speak with the staff.

Key persons and your child

Our setting uses a key person approach. This means that each member of staff has a group of children for whom she/he is particularly responsible. Your child’s key person will be the person who works 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, she/he will help your child to settle and throughout your child’s time at the setting, she/he will help your child to benefit from the setting’s activities.

Learning opportunities for adults

As well as gaining qualifications in early years care and education, our staff take part in further training to help them to keep up-to-date with thinking about early years care and education.

The setting also keeps itself up-to-date with best practice in early years care and education, as a member of the Pre-school Learning Alliance, through the Under 5 magazine and publications produced by the Alliance. The current copy of Under Five is available for you to read.

From time to time the setting holds learning events for parents. These usually look at how adults can help children to learn and develop in their early years or in First Aid.

The setting’s timetable and routines

Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in the setting are provided in ways that:

The session*

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.

Snacks and meals

The setting makes snack and lunch break a social time at which children and adults eat together. We plan snacks so that they provide the children with healthy and nutritious food, usually fruit and carrots. Do tell us about your child’s dietary needs and we will make sure that these are met.


Copies of the setting’s policies and procedures are enclosed with this prospectus or are available for you to see at the setting. These policies are put in the foyer every morning for you to read.

The setting’s policies help us to make sure that the service provided by the setting is a high quality one and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents.

The staff and parents of the setting work together to adopt the policies and they all have the opportunity to take part in the annual review of the policies. This review helps us to make sure that the policies are enabling the setting to provide a quality service for its members and the local community.

Safeguarding children

Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’.

Our employment practices ensure children against the likelihood of abuse in our settings and we have a procedure for managing complaints or allegations against a member of staff.

Our way of working with children and their parents ensures we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty.

Special needs

As part of the setting’s policy to make sure that its provision meets the needs of each individual child, we take account of any special needs a child may have. The setting works to the requirements of the 1993 Education Act and The Special Educational Needs Code of Practice (2001).

Our Special Educational Needs Co-ordinator is Tracey Trott

The management of our setting

The Pre-School’s overall management is undertaken by an annually elected committee, made up mainly of parents, who act together as the policy makers and the employers of all the staff.  This is in line with the group’s constitution (see copy in the Operational Plan file at Pre-School), which was adopted by our group at an Annual General Meeting. 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

The responsibilities of the committee are:

The committee officers are:

Chair               Mrs Kayliegh Beddows

Secretary        Mrs Gilly Clarke

Treasurer        Mr Neil Pullinger

The day to day administration of the Pre-School is conducted by Annie Thurgood the manager.  Every session has a Playleader, Deputy playleader and two Assistants.


The fees are £4.00 per hour, payable half-termly/termly. 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, talk to Annie Thurgood who is the manager or Charlotte Matthews who is the committee chairperson.

For your child to keep her/his place at the setting, you must pay the fees. We are in receipt of nursery education funding for three and four year olds; where funding is not received, then fees apply.

Starting at our setting

The first days

We want your child to feel happy and safe with us. To make sure that this is the case, the staff will work with you to decide on how to help your child to settle into the setting. The setting has a policy about helping children to settle into the setting.


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.

We hope that you and your child enjoy being members of our setting and that you both find taking part in our activities interesting and stimulating. The staff are always ready and willing to talk with you about your ideas, views or questions.


Related Downloads:

EYFS - Parents Guide
Safeguarding Policy
What to Expect When Booklet
How to make a Complaint Policy
Ofsted Report - July 2016
Whistleblowing Policy
Emergency Evacuation Policy