In our facility, we care for children from daycare age to the end of their elementary school years with lots of love, fun and play. We guarantee a successful and individual acclimation in all age groups.
According to the findings of brain research, it makes sense to start acquiring a second language as early as possible. Already at the age of 3 and younger, children are particularly sensitive and receptive, are curious and listen to the sounds of language.
Every day our children have the opportunity to learn English. The teachers regularly incorporate the language into everyday life in certain situations. In the beginning, the children only hear the foreign language and should enjoy the sound. Later, at the age of 3, the language permeates the entire day. The children are asked to do everyday activities and already understand these phrases. Through regular repetition and learning through play, children quickly develop a feel for the language and its phonetics.
Eating meals together in a quiet atmosphere has a special significance in our facility. We offer the children health-conscious, balanced and varied all-day meals from our own kitchen. In addition, we have set ourselves the goal of awakening in the children the joy of healthy eating and to apply the knowledge they have acquired themselves.
It is important to us to introduce the children to life with joy and curiosity and to awaken their joy of discovery in order to be able to promote their competencies from the very beginning.
We achieve this primarily through the appealing rooms, the material we provide, which encourages experimentation, and the regular training sessions for the teachers, so that they can pass on the knowledge they have acquired to the children.
Thus, we can enable the development of imagination, creativity and individuality and encourage the children to help shape the society in which they grow up. With this privilege, independence, self-esteem and self-confidence can easily be strengthened and promoted in everyday life - that is why we act and work according to the situation-oriented approach!
We pay special attention to the early introduction of cultural techniques such as reading and writing, first basic mathematical skills and the English language.
Since the Saxon educational plan also provides for active preparation for school, we cooperate closely with the local elementary school to enable a smooth transition and a holistic learning environment for the children. In order to document this partnership and make it tangible, there are clear agreements every year that are recorded in a cooperation agreement between the educators involved.
Equally important to us is the intensive care and support of children with language problems, mental disabilities or behavioral problems within the group. Our daycare center employs three teachers with additional qualifications in special education and has 6 integrative places.
Our after-school care center is located in the branch (Zum Vereinshaus 12) and offers its own rooms with various subject areas and rooms for doing homework. This is managed by fixed contact persons.
We have 6 integrative places in our kindergarten. These are places which are mainly occupied by children with language problems, mental disabilities and behavioral problems. They serve to enable these children to receive more intensive care and support within the group. In our facility, three teachers have acquired an additional qualification in curative education and can respond intensively and specifically to the needs of the children.
If individual support is required, the appropriate rooms are available for this purpose. In these rooms we have additional possibilities and materials which we can use for the special needs of the child. The room design encourages different activities to be carried out:
However, the main focus of support for children with special needs is on joint activities with the group. For this purpose, offers in handicrafts or learning are used. The daily schedule is set up with appropriate preparations to ensure the best possible development for the child. In order to make cooperation with the parents as fluent as possible, development reports and support plans are written regularly.
Our house has an elevator as well as handicapped accessible structural conditions. Thus, we are well equipped to meet the needs of all children.
In all of our facilities, there is an individual familiarization and getting-to-know-your-child offer. Regardless of whether it is a toddler, a kindergarten child or an after-school child: we offer an entry or transition phase geared to the child in order to create a positive atmosphere right from the start and to make it easier for the children to get to know each other.
