Policy Document


Dragonfly Preschool offer the local community childcare for 2-5 year olds n Staines upon Thames.

 Dragonfly Preschool aim to: 

 Provide high quality care and education for children; 

 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 which promotes equality and values diversity.

 Our preschools offer the following service: 

We offer the following sessions at the venue listed below 

1st Staines Scout Hut 

Parkside Place 

Staines - Upon – Thames 



Mon –Friday 

7:30 till 4 

Term Time 

Holiday Cover bookings are available  

Age Range: 


We are able to offer sessions from 7:30 till 4pm Mondays, Tuesdays, Wednesdays and Thursdays and Fridays.

 Parents will need to provide their child with a packed lunch if they attend the full days.

The setting offers one large indoor space with an adjoining outside area which will give children the choice to go outside or play inside whenever they wish. In the light and airy room indoors, the walls are covered in colourful displays and posters. There are easels for painting, a sand tray and tables where play dough, puzzles and craft activities are available each day. There is a cosy story corner with big floor cushions and, in the home corner, a play house with a lovely kitchen and lots of dressing up clothes. Children can move freely from one activity to another in this spacious setting. For the outside area water play is set up out here and there is a hard standing surface which can be used in all weathers. In all weather, children can access the garden and the children can play happily outdoors for most of the session if they so desire


 We work to the guidelines of Good Practice for Pre-schools, issued by the Pre-school Learning Alliance, of which we are members. 

We aim to provide a well-ordered, safe, stimulating and happy environment in which the children are encouraged through a variety of activities to learn through play. In accordance with current government educational policy, we follow The Development Matters in the Early Years Foundation Stage (EYFS). 

This sets out the Standards for Learning, Development and Care for children from birth to five. Adhering to the following aspects: 

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 and parents and carers. 

Learning and Development – The Development Matters in the Early Years Foundation Stage (EYFS) is made up of 3 Prime Areas being: Personal, Social and Emotional Development, Physical Development and Communication and Language. This incorporates Literacy, Mathematics, Understanding the World and Expressive Arts and Design. Allowing children to learn through playing and exploring - engagement, active learning - motivation and creating and thinking critically - thinking


 Pre-school has a high ratio of adults to children in the setting 1:4 for children under 3 and 1:8 for children over 3.

 This 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. 

We receive regular OFSTED inspections, and copies of the respective reports can be found on OFSTED’s website or alternatively we are able to provide you with a copy should you wish.


 As a member of the Pre-school Learning Alliance, Dragonfly Preschools Limited recognises parents as the first and most important educators of their children. 

All of the staff see themselves as co-workers with you in providing care and education for your child. There are many ways in which parents take part in making the pre-school 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;

 Being part of the management committee of the pre-school; 

Helping at sessions of the pre-school; 

Sharing their own special interests skills and cultural activities with the children; 

 Taking part in fund-raising and social events. 

Please consider carefully that you are able to volunteer your time to be either involved in the committee and/or fundraising, without this help from parents we are unable to sustain our level of fees and unable to build a Dragonfly community. 


Each preschools setting assigns a key person to each child. This means that each member of staff has a group of children for whom they have special responsibilities. 

They will give them reassurance; make them feel safe and well cared for. 

They will be the person who works with you to make sure that the child’s needs and interests are being met by the preschool. 

They will complete records of development and progress, which can be shared with you at any time you request


 The key person keeps a record of development and progress for each child. Staff and parents working together on children's profiles is one of the ways in which Preschool and parents work in partnership to support each and every child. Your child's key person will work with you to complete this record and to do this the key person will, with your help, collect information about your child's needs, activities and interests to identify your child's next stage of progress.


 We encourage all staff to continue their professional development and as well as gaining qualifications in early years care and education. The preschool staff take part in mandatory training as required by Ofsted, to help them keep up-to-date on all aspects of childcare from fire safety, first aid to child protection and specific training around the Early Years Foundation Stage principles. This may mean that the pre-schools could be closed for training and development INSET days, but notice is given in advance.


The pre-school organises its 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 e.g. cooking and games which introduces them to new experiences and helps them to gain new skills, as well as helping them to learn to work with others.


 Dragonfly makes snacks part of a social time at which children and adults eat together. We ask parents to bring a variety of foods for snacks including bread, rice cakes and crackers, fruit and vegetables. Milk and water is provided.


The pre-school's policies help us to make sure that the service provided by the pre-school is a high quality one. Copies of the pre-school's policies are on the notice board at the setting and are available on request.


 As part of the preschool's policy to make sure that its provision meets the needs of each individual child, we take account of any special needs, which a child may have.

The preschool works to the requirements of the 1993 Education Act and The Special Educational Needs Code of Practice (2014). Each of our pre-schools has a Special Educational Needs Co-ordinator.


For children who are under 3 or who are not eligible for the grant due to when their birthday falls within the term, the rate is £6.40 per 1 hr session for 2022/23.. Fees are payable weekly in advance. Fees must still be paid if children are absent without notice for a short period of time. For your child to keep her/his place at the pre-school, you must pay the fees or we must receive nursery funding for your child.

The First Day

 Having accepted your place at Dragonfly, we want your child to feel happy and safe.

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 preschool. 

We hope that you and your child enjoy being members of Dragonfly and that you both find taking part in our activities interesting and stimulating. 

The Pre-School Management are always ready and willing to talk with you about your ideas, views or questions.

Admissions Policy Statement

It is our intention to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures. 

  • We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community. 
  • We ensure that information about our setting is accessible, in written and spoken form and, where appropriate, in more than one language. Where necessary, we will try to provide information in Braille, or through British Sign Language. We will provide translated written materials where language needs of families suggest this is required as well as access to an interpreter. 
  • Our waiting list is held in date order of when the applications were received and children who defer entry will be placed back on the waiting list using the pre-existing application date. Priority is given in the following situations: 
  • Younger children attending for only 3 sessions will be offered 5 sessions in the second year 
  • Children attending the afternoon (pm) group will be offered sessions in the morning (am) group. 
  •  Children having siblings who have already attended the pre-school within the last 5 years. 
  • Children who are 3 before August 31st who have only 1 year or less left prior to school. 
  • Date on waiting list. We have to comply with the Ofsted staff: child ratios at all times and each setting is only registered for a set number of children under 3 and under 1. Because of this at times we may have to offer a place to an older child before a child under 3 even if the younger child was higher on the waiting list. 
  • We aim to take children from the age of 2 at Parkside Place  where possible (adhering to settings no’s for under 3’s) up to the age of 4 ½. and children from 1 at Burgess Way.  The cut-off point being 31st August before the child’s 5th birthday. We keep a place vacant if this is financially viable, to accommodate an emergency admission. 
  • If a child has a statement special educational need we would prioritise that child on the waiting list. All other children will be considered based on their individual needs. 
  •  Where a place is offered we would expect the place to be taken at the offer date. Should the child’s place be deferred by the parent to a later start date then full fees from the offer date are payable to keep the place open for the child. 
  • Children are offered a minimum of 3 sessions per week. 
  • Once a place is accepted 6 weeks’ notice is required, if no notice is given refunds of fees will not be given. 
  • Children are eligible for the NEG grant at the beginning of the term after their third birthday. 
  • We describe our setting and its practices in terms of how it enables children and/or parents with disabilities to take part in the life of the setting. 
  •  We describe our setting and its practices in terms that make it clear that it welcomes fathers and mothers, other relations and other carers, including childminders. 
  • We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity. 
  •  We welcome all children and families irrespective of ethnic heritage, social and economic background, gender ability or disability. 
  •  We make our Equal Opportunities Policy widely known. 
  •  We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children
  • We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children