parent and toddler group guidelines - smart play network · wales ppa - parent and toddler group...

Parent and Toddler Group Guidelines

3Wales PPA - Parent and Toddler Group Guidelines

ContentsParent and Toddler Group Guidelines 4

Setting up a group 6

Operational 8

Section 2 – Appendices

Appendix 1 – Activities 11

Appendix 2 – Committee Health Check 13

Appendix 3 – List of Equipment 14

Appendix 4 – Wales PPA Publications 15

Appendix 5 – Risk Assessment 16

Appendix 6 – Registration Form 18

Appendix 7 – Safeguarding Children Statement 19

Appendix 8 – Parent Guide 20

Appendix 9 – Fundraising Ideas 22

While we have made every effort to ensure that the information contained in this pack is accurate and meets current

legislation, Wales PPA does not take responsibility for information that may be incorrect or misleading or for any

consequence of relying on it. It does not, and is not intended to, amount to legal advice to any person or organisation.

4 Wales PPA - Parent and Toddler Group Guidelines

Parent and Toddler Group Guidelines

What are parent and toddler groups?

Parent and toddler groups are informal sessions arranged to bring together parents/carers and children in the local

community. They are a way to meet other parents and for children to mix with other children. The groups are usually

run by parents themselves and welcome mothers, fathers, carers and grandparents to attend with their children. They

ensure that all children feel safe and are happy and healthy in accordance with the United Nations Convention on the

Rights of the Child (UNCRC). (NB: The word ‘parent’ in these guidelines means any responsible adult in a parental

position.)

The groups are often a lifeline for parents, providing a great opportunity to mingle with other parents with children

of a similar age. Aside from the social benefits, they also offer a change of scenery for children, providing ample

opportunities for pre-school learning, to play with new toys, enjoy new sounds and make new friends.

The aim of these groups is to support parents in their children’s education, as they are their children’s first and most

important educators. The groups should also aim to support parents in their own continuing education and personal

development. Any barriers for parents to attend should be taken into account and overcome whenever possible;

examples include: sessions being held at convenient times (eg after school sessions for parents with school aged

children); accessibility on the premises for disabled adults or children; suitable locality (near public transport, for

example); affordable sessions, etc.

What usually happens at a group?

Each group is different but typically they offer: toys for the children to play with; a singalong or music; and other

activities such as reading stories or arts and crafts. (For more info see Appendix 1 – Activities.)

Do parents have to stay with their children?

Yes, parent and toddler groups are not a form of childcare and therefore are not registered with CSSIW.

All children must be supervised by parents at all times.

It is important that everyone who attends the group understands that all children are the

responsibility of their parents during the session.

We have created comprehensive guidelines to help you in setting up and running a parent and

toddler group. This useful resource will guide you through all aspects of creating a group, from

understanding legal responsibilities to managing finances to marketing, plus much more. Read on

to find out how you can start your very own parent and toddler group.


All parent and toddler groups are different. They vary according to:

• The age range of children.

• The number of people attending.

• The type of locality.

• The way they are managed.

• Where they meet.

• The frequency of meeting.

• The kind of support they offer.

A group might provide some or all of the following:

• Mutual support for parents where they can share anxieties, problems, information and the fun of bringing up small

children.

• Support and friendship for all, which is particularly important for newcomers to the community, those bringing up

children on their own and those living in isolated rural areas.

• A happy, safe and stimulating environment for children to meet, socialise and play.

• An atmosphere where parents can, with growing enjoyment and confidence, make the best use of their own

knowledge and resources in the development of their children and themselves.

Groups should be aware of equal opportunities, and consideration should be given to adults and children with disabilities

and/or additional needs, and to parents who have twins, other multiple births or a number of children under five.


Setting up a group Venue

While looking at possible venues such as church halls, scout huts, community centres, etc. it is important to consider

the following:

• Is the heating adequate, and safe?

• Is the floor reasonably smooth and easy to clean?

• Are there kitchen facilities?

• Are toilets and washbasins satisfactory and who will be responsible for cleaning them?

• Is there space to store equipment safely?

• What days are available?

Also consider:

• Booking the venue for the days the group is going to meet.

• Agreeing a tenancy agreement or lease.

• Negotiating with the caretaker or landlord when to collect the key, unlock/lock up and how to return the key.

• A private or quiet area for mothers to breastfeed their babies.

The location of the premises should be accessible for parents with prams, pushchairs, buggies and wheelchairs, and

have a covered area in which to leave them. The premises should also be accessible for any adults and children with

disabilities and should conform to the appropriate safety standards.

Groups should consider the size of premises and the amount of adult involvement with the children when deciding

upon the maximum numbers. Methods of limiting numbers should be discussed openly with all parents that attend the

group. A special area is also needed for babies, to protect them from older children playing, especially on bikes.

Cost

Managing money is an essential factor as expenses need to be covered and outgoings must be clear. Consider the

following:

• How much is the rent?

• Does the rent have to be paid during the holidays?

• Is there extra charge for heating and lighting?

• How often is the group being held? Once a month? Once a week, or more?

• Are refreshments provided?

• What will be the expenditure on materials like paint, sand and glue?

• Is the group a member of our organisation, Wales Pre-school Providers Association (Wales PPA)?

• Does the group have insurance?

When all costs have been calculated and it has been decided how often to meet then the fees for each session can be

calculated. Remember attendance may go up and down so weekly income will vary.


Responsibility

All decision making is a lot easier and more fun if it is done on a shared basis. Many groups form a committee as a way

of sharing the work. There is also the option to become a charity (see Appendix 2 – Committees). If the group does not

wish to have a formal committee it is still very important that responsibilities and tasks are shared out. It ensures that

things run smoothly, no jobs are left unallocated and no one person gets overloaded.

Basic equipment and resources

Toys do not have to be new but they must be clean, safe, in good condition and appropriate for ages of the children

using the group (see Appendix 3 – List of Equipment). You will also need cups, a kettle and beakers and plates for the

children.

You will also need a register, accident and incident report book, first aid kit and access to a land or mobile phone. (See

Appendix 4 – Wales PPA Publication List.)


OperationalHealth and Safety

A risk assessment should be carried out before each session. All groups should also ensure that they have group and

public liability insurance to protect themselves, the people who attend the sessions and the group’s equipment. (See

Appendix 5 – Risk Assessment.)

Other safety measures include:

• Keeping a file of members’ names, addresses and telephone numbers so that you can let them know about

important information, for example special meetings or infectious diseases, taking into account the Data Protection

Act 1998 and the Information Commissioner’s Office (ICO) guidelines – visit www.ico.org.uk for more details. (See

Appendix 6 – Registration Form.)

• Keeping a register at each session of all who attend. This is vital in case of a fire or other emergencies.

• Ensuring toilet and hand washing facilities are adequate for the number of children involved and that facilities for

nappy changing are available. All changing mats, potties and trainer seats must be regularly disinfected.

• Ensuring all low windows are fitted with guards and glass-panelled doors are fitted with safety glass or approved

safety film.

• Fitting safety gates where necessary, for example to prevent access to the kitchen.

• Ensuring fire doors are not locked and access to them is kept clear at all times.

• Following all necessary fire precautions for the building, including checking smoke alarms periodically; ensuring

electric power points and electric leads are inaccessible to children; regularly practising fire drills; ensuring fire

equipment is regularly serviced and that written fire instructions are displayed in each room.

• Fitting, if possible, floor surfaces that can be easily cleaned, safely maintained and made of a non-slip material.

• Ensuring the kitchen is kept clean, hygienic and well ventilated, and observing safety precautions at all times.

Children should not be allowed into the kitchen area.

• Keep an up-to-date inventory of equipment that should be kept away from the premises (for insurance purposes).

Check equipment regularly.

• Selecting toys, equipment and play activities that are age appropriate for the children attending the group, including

aprons for any messy play, and ensuring that they are washed and disinfected regularly.

• Checking any outdoor play areas are securely fenced and gated, kept clear of animal faeces and other hazards and

that children are supervised at all times.

• Ensuring a first aid box is available and secure storage is used for all potentially dangerous products such as bleach

and toxic substances.

• Ensuring stacks of tables and chairs are safe.

• Checking fire extinguishers are serviced regularly and that all fire exits are kept clear.

• All bags should be closed or out of reach from inquisitive children.

The ethos of the group should be that a safe and stimulating environment is provided for all who attend. To achieve

this a safeguarding children’s statement can been adopted by the group. Child protection/safeguarding training is

recommended (see Appendix 7 – Safeguarding Children’s Statement).

Refreshments

If food is provided, children and adults should sit together to encourage good eating habits and conversation. Groups

should ensure that suitable chairs are available for mothers who wish to breastfeed their babies during the session.

Parents are responsible for providing feeding bottles and preparing feeds for their own babies where these are


required. Volunteers preparing any snack should hold a current food hygiene certificate. Any snacks provided within the

group should be freshly purchased or made and be healthy and suitable for the children within the group. Typical snacks

for toddlers include: sliced fruit, yoghurts, breadsticks, milk and water.

NB: Any allergies should be considered when providing snacks and parents must inform the group leaders if their child

does suffer from any allergies. Parents should be reminded that they are responsible for what their child

eats or drinks on the premises. Allergen info on food served should be made available on request (see the Food

Standards Agency site for further information www.food.gov.uk/allergen-resources). If hot drinks are to be served to

adults they must be kept away from the children at all times.

Session routine and planning

Good planning helps ensure that parents are fully involved in the group and helps ensure that the intellectual, physical,

emotional and social needs of the children are met. It is important that the children are given the opportunity to select

their own activities according to their age and stage of development. The layout of the room should be such that

children and adults are able to move freely and safely between activities, with special consideration given to babies and

children/adults with additional needs.

Depending on the ages of the children each session should include:

• A balance of activities to develop physical skills.

• A variety of activities to encourage interaction between adults and children to develop social and language skills.

• A variety of challenging experiences to develop intellectual ability.

• A range of materials to explore and use creatively.

• Opportunities for imaginative play and exploration to encourage personal and emotional development.

Children’s energy levels can vary during the course of a session therefore they should have the opportunity to rest and

be quiet in safety. They should also have the opportunity to play individually, in small groups and as part of the whole

group. One to one interaction between the children themselves, and parents and children is important.

Parental involvement

The session should be arranged to meet the needs of both adults and children so that the group is enjoyable for the

adults as well as stimulating for the children. A brief verbal explanation about how the group is run should be given to

each parent when they first attend the group along with a parent guide (see Appendix 8 – Parent Guide) including some

of the following details:

• Days, venue(s), opening times including holiday periods.

• Name and phone number of a contact person.

• Cost per session.

• Session content and routine.

• Behaviour guidelines for both adults and children.

• Parental responsibilities.


Parents should be made aware that their help may be needed within the group, and encouraged to express their

ideas, suggestions and experiences. By involvement in the group parents can:

• Gain companionship, encouragement, personal support, reassurance and confidence in themselves as people and

parents.

• Have a chance to observe their child at play with and alongside other children, and learn about their own and other

children’s development.

• Participate in their children’s play.

• Build upon the group experience at home, to the benefit of themselves, their child and their relationship.

Marketing

A group’s name should not be restrictive in any way, for example ‘parent and toddler’ is preferred to ‘mothers and

toddlers’. Groups should advertise as widely as possible throughout the local community and not rely on ‘word of

mouth’. Advertising should reflect equal opportunities and languages of the local community in order to be welcoming

to everyone. (See Appendix 9 – Fundraising Ideas.)

Suitable places for advertising include:

• Playgroups/schools/Family Information Service.

• Local shops (especially newsagents), toy shops and chemists.

• Post offices, libraries, leisure centres.

• Doctors’ surgeries, ante-natal clinics, hospitals, and places of religious worship.

• Local papers.

If a group has a regular meeting place, it should display an easily readable sign, both inside and, if possible, outside the

premises, giving the name of the group, opening times and contact details.


Section 2 – AppendicesAppendix 1 – ActivitiesParent and toddler groups provide opportunities for children to learn through play. Parents provide activities for children

to play, have fun and explore either independently or with other children. Group based activities include children sitting

together and developing great social skills. There are also opportunities for children to run around, use motor skills and

try out a variety of ride-on toys.

Examples of activities include:

• Messy play – such as painting by using a variety of tools, for example paintbrushes; sponges; rollers; natural materials,

such as leaves, pine cones, vegetables, etc.

• Arts and crafts – colouring, sticking and gluing, using chalk, sometimes theme related (so you may get a card on

Mother’s or Father’s Day!).

• Junk modelling.

• Playdough, sand or even water.

• Dressing up or playing in the home corner.

• Books for stories and singing as a group.

• Musical instruments and movement session.

• Table top activities – Duplo, puzzles, etc.

• Floor activities – car mat, garage and cars.

• Bikes, prams and dolls.

• Slide with safety mat.

• Carpeted area for the babies with activity frames, cushions and baby toys.

• New experiences with special visitors – for example the lollipop man/lady, the librarian, the fire service.

All materials should be checked to see if they are suitable, eg non-toxic, not sharp, etc, and if they could potentially

cause any allergies.

Cooking without heat

• Icing biscuits or rice cakes.

• Making shaped sandwiches with plastic shape cutters.

• Kid’s smoothie.

• Chocolate Rice Krispies/rice puff cakes.

• Playdough.

Outdoor activities

• Themed physical activities, eg We are Going on a Bear Hunt march.

• Plant seeds – such as cress and sunflowers seeds.

• Make mud pies by adding water to soil.

• Search for mini beasts.

• Make dens out of old blankets and throws.


Music

• Dance along to CDs (a phonographic performance limited (PPL) licence may be required – visit www.ppluk.com for

more details).

• Make instruments out of recycled bottles and dried rice or pasta.

• Sing and play along to children’s songs and nursery rhymes, including Welsh songs.

Celebrate religious and cultural festivals in a variety of ways including trying different food, creating craft items, reading

books about different cultures, dressing up, etc.


Responsibilities of the committee Yes No Action Date

Completed

Does the committee have a constitution/set of rules?

Do all committee members regularly attend meetings?

Is an agenda produced for each meeting?

Are minutes written for each meeting?

Do any members of the parent and toddler group

Has a bank account been opened in the name of the

Does the bank account have at least two signatures on

Does the group’s chequebook require at least two

Comments

Appendix 2 – Committee Health Check

Description

A Voluntary Management Committee is a term used to describe a group of individuals who have the key role

for ensuring that the group fulfils all its legal obligations and operates efficiently and according to the group’s

constitution. Where groups are registered charities, the committee must comply with Charity Commission

requirements. Committees should meet on a regular basis to deal with key issues in an efficient way. A bank

account needs to be open in the group’s name with at least two signatures on the bank mandate. This allows the

group to keep track of their money and will provide an opportunity to apply for grants from their local authority,

Awards for All, etc. All fees should be transferred into the bank and then a cheque used for any payments to

ensure full traceability. Membership with an organisation such as ourselves is also recommended. We offer

support, guidance and discount insurance with Cardiff CCV, in addition to useful resources – visit www.walesppa.

org/membership for full membership benefits.

Member roles

Chair – sets up and runs any meetings.

Secretary – keeps a record of all decisions made, deals with correspondence and distributes minutes after the

meeting.

Treasurer – keeps the accounts in order and ensures that insurance cover is in place. A record should be kept

of all income and expenditure, and receipts should be obtained for all money going out and a note written on the

group register for the fees coming in. A float should be used for day to day small purchases.


Appendix 3 – List of EquipmentWhen buying toys and equipment it is important that they all carry the relevant symbols of safety and quality, including

one or more of the following:

1. Not suitable for children under 3 years old

This symbol warns that the toy is unsuitable for children under three years because it might, for instance, contain small

parts. There could be a real danger if a toy displaying this logo is given to a child under the age of three years.

2. The CE Mark

This is the supplier’s statement that their toys meet the essential safety requirements of the European Toys Safety

Directive and the UK’s Toys (Safety) Regulations 1995.

3. The Lion Mark

The Lion Mark was developed by the British Toy and Hobby Association as a symbol of toy safety and quality for the

consumer. It is important that any damaged equipment is thrown away rather than repaired or modified as in this

altered state the equipment will no longer meet the appropriate quality standards.

It is also important that the group considers the following:

• For babies – provide a sectioned off area with activity mats, blankets and rugs to allow freedom of movement,

together with colourful toys to attract their attention. Other equipment could include bouncy seats, activity frames/

rings, treasure basket and books.

• For crawlers – provide space to explore. Equipment could include construction toys, everyday objects such as

cardboard boxes to climb in, wooden spoons to bang, paper to scrunch, plus creative objects such as crayons and

paint.

• For walkers – if possible sit-and-ride vehicles to practice mobility skills, preferably in a sectioned off area. Other

equipment includes puzzles, bricks, playdough, sand and a home corner (for example, a toy kitchen).

• For toddlers and pre-schoolers – equipment that encourages imaginative play: dressing up, home corner, books, etc;

messy play: paint, dough, glue, water (if permitted), chalk, pencils, crayons, various sized paper and age appropriate

scissors; physical play: puzzles, construction, small climbing frames, etc.


Appendix 4 – Wales PPA PublicationsWe provide a range of publications that groups may find useful, including:

• Attendance register – designed for 260 sessions and for up to 49 children and 11 adults. It allows for useful

information to be kept such as term dates, waiting list, emergency contact numbers and children’s details.

• Accounts and guidance book – a bilingual publication that can be used to keep your group’s finances in order.

• Accident and incident book – a bilingual publication that can be used to record 25 separate incidents and

accidents on carbonless paper, enabling you to provide a parent or guardian with a copy.

• Policies and procedures – this important resource is for providers wanting to ensure they have up-to-date

policies and procedures that clearly match CSSIW’s National Minimum Standards.

• Dewi Draig (Welsh language booklet and CD) – to help teach Welsh to pre-school children.


Appendix 5 – Risk AssessmentRisk Assessment Checklist Example

(Tick after check has taken place and approved)

Setting name

Date

1. A

re a

ll so

cket

cov

ers

in p

lace

(esp

ecia

lly lo

w s

ocke

ts)?

2. Is

acc

ess

rest

ricte

d to

the

kitc

hen,

sta

irway

s an

d st

age

area

(if a

pplic

able

)?

3. Is

all

kitc

hen

equi

pmen

t out

of t

he re

ach

of th

e ch

ildre

n?

4. H

ave

all c

upbo

ard

door

s be

en c

lose

d?

5. A

re a

ll w

indo

ws

clos

ed/o

pen

to p

rovi

de a

com

fort

able

tem

pera

ture

in th

e ro

om

and

safe

ty fo

r us

ers?

6. A

re s

afet

y do

or lo

cks

in p

lace

to p

reve

nt c

hild

ren

esca

ping

from

the

room

and

stra

nger

s to

ent

er th

e ro

om w

ithou

t rel

evan

t per

mis

sion

?

7. A

re to

ilets

cle

an a

nd re

ady

for

use?

8. A

re fl

oors

cle

an a

nd u

ndam

aged

?

9. A

re r

adia

tors

/hea

ters

cov

ered

or

mea

sure

s ta

ken

to p

reve

nt a

ccid

ent/

inju

ry?

10. I

s th

e fir

st a

id b

ox a

vaila

ble

and

inta

ct?


11. I

s th

e ac

cide

nt b

ook

avai

labl

e?

12. I

s th

e em

erge

ncy

phon

e in

wor

king

ord

er?

13. A

re fi

re e

xtin

guis

hers

sec

ure,

not

mis

sing

and

in d

ate?

14. A

re fi

re e

xits

ope

n an

d cl

ear

from

obs

truc

tions

?

15. I

s pl

ay e

quip

men

t cle

an a

nd u

ndam

aged

?

16. A

re s

afet

y m

ats

in p

lace

und

er s

lides

or

clim

bing

equ

ipm

ent?

17. F

or o

utsi

de a

reas

onl

y –

Has

the

area

bee

n ch

ecke

d fo

r lit

ter/

anim

al fa

eces

and

mad

e se

cure

for

play

?

Che

cker

’s in

itial

s

Com

men

ts


Appendix 6 – Registration FormChild’s name ..................................................................................................................................................................

Child’s date of birth .........................................................................................................................................................

Primary contact ..............................................................................................................................................................

Contact number .............................................................................................................................................................

Relationship to child .......................................................................................................................................................

Emergency contact number ...........................................................................................................................................

Relationship to child .......................................................................................................................................................

I have read and understood the group’s statement of practice. .......................................................................................

Signature of parent/carer .........................................................................Date ...............................................................

Data protection declaration: the information on this form will be stored and used in accordance with the Data .....

Protection Act 1998. The information must not be used for any other purpose than that stated.


Appendix 7 – Safeguarding Children StatementSafeguarding Children Statement

Our group wants to work with children, parents, carers and the community to ensure the safety of children and to give

them the very best start in life.

Aims

Our aims are to:

• Create an environment in our group that encourages children to develop a positive self-image, regardless of race,

language, religion, culture or home background.

• Help children to establish and sustain satisfying relationships within their families, with peers and with other adults.

• Encourage children to develop a sense of autonomy and independence.

• Enable children to have self-confidence and the vocabulary to resist inappropriate approaches.

• Work with parents/carers to build their understanding of and commitment to the principles of safeguarding all our

children.

Method

• The person who co-ordinates child safeguarding issues is ...........................................................................................

• We have procedures for recording the details of all parents/carers and visitors to the group.

• We take security steps to ensure that we have control over who comes into the group.

• We ask all members to be vigilant and if they have any concerns about a child or their carer that they will raise them

with the named person.

• In extreme cases, where it is felt the child may suffer ‘significant harm’, the Local Safeguarding Children’s Board will

be contacted immediately.

Confidentiality

All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is

shared under the guidance of the Local Safeguarding Children’s Board.

The statement was adopted at the meeting of the ..................................................................................... (group name)

held on ................................ (date)

Signed on behalf of the group .........................................................................................................................................

Position in group .............................................................................................................................................................


Appendix 8 – Parent Guide..........................................................................................................................................................Parent and Toddler

We are a parent and toddler group based in ............................................................ and a member of Wales Pre-school

Providers Association (Wales PPA). We have recently been awarded a ........................................... award for our quality

assurance by the local authority.

The aims of our group are:

• To provide a meeting point for parents to meet and make new friends.

• To provide an opportunity for children to socialise with their peers.

• To provide a wide variety of resources and stimulating activities.

• To provide support and advice.

• To have fun.

All families are welcome regardless of their background or needs and everyone is free to join in any activity.

The group is open ..........................................................................................................................................................

Admission cost is .......................which helps towards the cost of refreshments, rent and the upkeep of the premises

and equipment.

A healthy snack is provided at .............................................and children are encouraged to sit down together to eat

and drink. All adults must ensure that any hot drinks they have are kept out of reach of children at all times and not left

unattended.

A First Aid box is provided and any accidents and treatment administered should be recorded in the accident book

and checked regularly for patterns emerging.

Permission will be sought from parents/carers before any photographs are taken of their children by the group.

Parents/carers are present throughout the session and remain responsible for any children they bring with them.

Parents and carers are responsible for:

• Promoting safety among children, understand the need for codes of practice in taking reasonable care for their own

safety and that of others.

• Being good role models at all times.

• Taking quick, firm action to ensure that children are not allowed to jeopardize their own safety or that of others.

• Ensuring their children attend the setting in good health.

• Taking responsibility for the conduct of their children at all times.

• Ensuring the group has an up to date contact address and phone number in the event of an emergency.

• Clearing up any mess made by the children within their care.


Good behaviour is essential to ensure the smooth and safe running of our group, and we aim to provide a social

environment where each individual can enjoy themselves without threatening the enjoyment of others. Where

necessary, the group will work with parents to modify behaviour within the group or if the parent is experiencing

difficulties at home. In the event that a child commits an action of such seriousness that a second chance is not

appropriate, the group reserves the right to exclude that child immediately or to suggest a cooling-off period where a

child and parent/carer will leave the group for an agreed length of time.

If you are unsure of anything or have any suggestions please see the group leader ........................................................

during the session or telephone ......................................................................................................................................

Parent/carer name ......................................................... signature ..................................................................................

Date…………………..


Appendix 9 – Fundraising Ideas1. Local fundraising is one of the most popular ways of raising money as it can be fun, it lets people know about your

services and it can be effective.

Some examples include:

• Hold sponsored events – sponsored toddle, teddy bears’ picnic, sponsored singing, etc.

• Bag packing at a local supermarket – involve parent/carers and staff.

• Making crafts and selling them.

• Bonus ball lottery for staff and parents – staff and parents opt to pay £1 to select a lotto bonus ball number. If the

number is drawn during the national lotto they win a proportion of the money. The rest of the money is donated to

the setting for resources etc.

• Selling photographs of the children to the parents.

• Organise a fete or fair – include things such as face painting, cake stalls, colouring wall, arts and crafts stall, etc.

• Treasure hunts – dress up as pirates and draw treasure maps for children and their adult guides to follow. All pirates

must pay a small wager to take part.

• Book day – children bring in their favourite book and dress up as their favourite character, making a small donation.

• Pay a small fee to guess the name of a teddy bear.

• Fun sports day – include sack race, egg and spoon race, etc. Small fee to enter plus collection on the day.

• Make and sell Christmas cards (or other occasions).

• Make a mile of pennies – a line is drawn on the floor outside and coins are placed on the line. The money is then

collected and donated to the setting.

• Collect old clothes and receive money from recycling firms.

• Sell engraved bricks or ceramic tiles that will be used in a setting walkway or outside area, or used to decorate a wall.

• Hold a duck race – each individual plastic duck has a number which is purchased by staff/children/parents etc. for a

pound. Prizes are awarded to the winners.

Wales Pre-school Providers Association (Wales PPA)

Unit 1, The Lofts

9 Hunter Street

Cardiff

CF10 5GX

T: 029 2045 1242

F: 029 2045 1704

W: www.walesppa.org

Cymdeithas Darparwyr Cyn-ysgol Cymru (PPA Cymru)

Uned 1, The Lofts

9 Stryd Hunter

Caerdydd

CF10 5GX

Ffôn: 029 2045 1242

Ffacs: 029 2045 1704

W: www.walesppa.org

Registered Office: Unit 1, The Lofts, 9 Hunter Street, Cardiff, CF10 5GX

Swyddfa Gofrestredig: Uned 1, The Lofts, 9 Hunter Street, Caerdydd, CF10 5GX

T: 029 2045 1242 E: [email protected]/Ff: 029 2045 1242 E: [email protected]

Company limited by guarantee/Cwmni cyfyngedig trwy warant 1056381

Registered charity/Elusen gofrestredig 3164233

© Wales Pre-school Providers Association v1

parent and toddler group guidelines - smart play network · wales ppa - parent and toddler group...

Documents