Garway Primary School

Garway Primary School

"Pupils behave well and the arrangements to keep them safe are good. They are eager to learn and they try very hard." - Ofsted 2014
Life at Garway Primary School Life at Garway Primary School Life at Garway Primary School Life at Garway Primary School Life at Garway Primary School Life at Garway Primary School

Our approach

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 Development Matters in the Early Years Foundation Stage 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 'Development Matters' 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 the Early Years Foundation Stage guidance as:

  • playing and exploring - engagement;
  • active learning - motivation; and
  • creating and thinking critically - thinking. 

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 using an online learning journal called Tapestry. We use information that we gain from written observations and photographs of the children, to document their progress and where this may be leading them. When you log onto your child’s Tapestry journal you can view and comment on your child’s linked observations. We believe that parents know their children best and we ask them to contribute to assessment by sharing information and photos to their child’s Tapestry profile and talk with pre-school staff about what their children do at home.

The setting keeps a record of achievement for each child. 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. 

Miss Price and your child’s key person will work in partnership with you to keep records of your child’s development. To do this you and the pre-school team will collect information about your child's needs, activities, interests and achievements. This information will enable the pre-school team to identify your child's stage of progress and together we can then decide how to help your child to move on to the next stage. 

The progress check at aged 2

The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development: personal, social and emotional development; physical development; and communication and language  when a child is aged between 24 - 36 months. Miss Price is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

For more information on the EYFS please visit the DfE website:  EYFS

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 children. There are many ways in which parents take part in making the setting a welcoming and stimulating place for children and parents, such as:

  • exchanging knowledge about their children's needs, activities, interests and progress with the staff;
  • contributing to the progress check at age two;
  • sharing their own special interests with the children
  • joining in community activities, in which the setting takes part; and
  • building friendships with other parents in the setting.

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

Our stay and play session is a great way to meet other parents and bring along younger children to join in the fun of Pre-school ready for them to start in the future.

Key person 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 is particularly responsible. Your child's key person will be the person who ensures that the care we provide for your child's particular needs and interests is right. When your child first starts at the setting, she will help your child to settle and throughout your child's time at the setting, she will help your child to benefit from the setting's activities.

Learning opportunities for adults

As well as gaining childcare qualifications, our staff take part in further training to help them to keep up-to date with early years care and education. All our staff have paediatric first aid training.

The management of our setting

The Pre-school is a Governor led Pre-school, under the umbrella of Garway Primary School, so benefitting from the close ties with the School.  Miss Jones, Headteacher,  is the overall manager of the Pre-school and administration, with Miss Price taking care of day to day leadership in the Pre-school environment.  There are often days when the Pre-school children visit the School, and this certainly helps with the transition from Pre-school to School for our older children.