At Happy Bears Early Years Ltd, we are committed to ensuring that every child experiences a smooth, supportive transition into our care, in alignment with the Early Years Foundation stage.

 

We recognise each child as unique and aim to provide an inclusive, nurturing environment where all children feel safe, valued, and ready to learn.

 

This policy outlines our admissions procedures, priority criteria, required information, and our approach to settling children into the setting.

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1. Admissions Criteria and Priority Order​

Happy Bears Early Years Ltd welcomes all children aged 9 months to 4 years. When applications exceed available places, we allocate places in a fair, transparent, and non‑discriminatory way. Priority will be given in the following order:

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1. Looked After Children and Previously Looked After Children. Children currently or previously in the care of the local authority.

2. Children with identified SEND or those undergoing assessment Where a place at Happy Bears Early Years would best meet their developmental, emotional, or educational needs.

3. Children living within the local area Supporting accessibility and continuity for families in our immediate community.

4. Siblings of children already attending the setting Promoting family stability and ease of drop‑off and collection.

5. All other children in order of application date Remaining places are offered on a first‑come, first‑served basis.

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All admissions decisions comply with the EYFS 2025, the Equality Act 2010, and our commitment to inclusion and safeguarding.

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2. Registration Process​

• Parents/guardians receive clear information about our services, fees, availability, and EYFS curriculum upon enquiry.​

• Parents complete a registration form capturing essential child details, emergency contacts, medical information, dietary requirements, allergies, and individual needs.​

• Required documentation is collected, including the child’s birth certificate, immunisation records, and parental permissions in line with EYFS 2025 requirements.

• A place is confirmed once registration forms are completed and any required deposits or funding forms are returned.

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3. Settling‑in Period​

We recognise that starting a new setting is a significant transition for young children.

 

Our settling‑in approach is:

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• Individualised — tailored to each child’s emotional and developmental needs.

• Gradual — allowing children to build confidence at their own pace.

• Collaborative — planned with parents to ensure consistency between home and nursery.

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Parents are encouraged to stay during initial sessions to support their child’s sense of security.

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4. Supporting the Settling‑in Process​

• Each child is assigned a designated key person who supports their emotional well‑being, development, and parent partnership in line with EYFS guidance.

• The key person gathers detailed information about the child’s routines, preferences, comfort strategies, and family context.

• Children may bring familiar items or comfort objects from home to support their sense of belonging.

• Staff use warm, responsive interactions to help children feel safe and connected.

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5. Communication with Parents​

• We maintain consistent, transparent communication throughout the settling‑in period.

• Parents receive updates on their child’s, and progress using their preferred communication method (face‑to‑face, phone, or digital updates).

• Staff work closely with families to review and adjust settling‑in plans as needed.

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6. Transition Support​

• We provide structured activities and routines that help children transition smoothly between home and the setting.

• Calm, quiet spaces are available for children who need time to regulate or rest, reflecting EYFS 2025 emphasis on emotional well‑being.

• Staff support children in forming secure attachments and developing confidence in the environment.

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7. Inclusion and Diversity​

• We adhere strictly to EYFS 2025 standards promoting equality, inclusion, and diversity.

• Every child’s background, culture, language, and individuality are respected and celebrated.

• We make reasonable adjustments to ensure all children, including those with SEND, can fully access our provision.

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8. Evaluation and Feedback​

• Settling‑in procedures are regularly reviewed using parental feedback, staff observations, and children’s emotional responses.

• We adapt our practice to ensure continuous improvement and alignment with EYFS 2025 best practice.

• Parents are encouraged to share feedback at any stage.

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9. Review and Monitoring​

• This policy is reviewed annually, or sooner if required due to EYFS updates or feedback from parents, children, or external agencies.

• Staff receive ongoing training to remain knowledgeable about current EYFS standards, safeguarding, inclusion, and effective admissions practice.