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Our Provision

Baby Room –

We have created a warm and cosy homely feel to this room to help transition your baby from the home to the nursery. Before your Baby starts we offer a bespoke settling in visits, so Mum and Baby become accustomed to the environment and feel relaxed in the nursery.

The Early Years Practitioner/key carer during these visits will discuss with you your baby’s needs and individual routine to work alongside your home routine and personal requirements. A written record is kept on sleeps, nappy changes, feeds and times. This will be discussed as part of the handover at the end of each session. Sleep checks are carried out at regular intervals and records kept.

During the day all babies receive stimulation by talking, singing and regular individual attention. Resources are attractive and accessible at floor level, including toys and books for play within a safe, caring and relaxed atmosphere. Treasure baskets are introduced containing different objects to stimulate babies’ senses to help develop large and fine motor skills

Should your baby be unwell we will contact you immediately to discuss the situation and plan next steps. Likewise if your concerned during the day your welcome to ring the nursery.

Toddler Room from 1 to 2 year olds

Your child’s transition from baby room to toddler room is started once they are confident on their feet and through consultation and you are happy for them to progress, this is mapped out with short initial visits to allow them to settle in with the new faces and environment.

An Early Years Practitioner/key carer will be allocated to your child to ensure physical contact and emotional support, while also addressing their personal educational and physical needs.

We endeavour to follow the home routine with regard to sleep times, however a simple pattern of activities is introduced at this stage. The child is offered and encouraged to participate in activities which develop their skills in all areas of development. The staff work within the Early Years Foundation Stage Framework to ensure their development needs are being met.

This will include language development and how to interact with other children and begin to understand the importance of sharing, taking turns and fair play. They also begin to learn what kind of behaviour is expected from them and to develop respect for each other. The toddlers will also have activities to help promote fine motor skills through playing with Play Dough, Gloop, Sand, shaving foam and painting. There is also time for children to free play and make their own choices and select activities. We encourage outside play in our tailor made play area and garden.

Typically this is the time to introduce potty training. We work closely with parents but always the individual child‘s own pace using our experience to let them accomplish this sensitive stage of their development with ease.

Sleep/nap times are kept in line with your home routine.

2-3 year olds Room

Once your child reaches their second birthday they are encouraged to transition into this area. This is done on an individual basis with short visits to build confidence. Here children become more self-sufficient with potty training/toilet training with support on hygiene with hand washing and dressing themselves. Encouragement and support at using utensils in feeding themselves at meal times.

Children are encouraged to make decisions and choices, building on independence while promoting their individual interests. Their key worker is always supporting and observing their development via activities and play.

Activities are designed to be stimulating and challenging allowing problem/ puzzle solving, imaginative play by the use of props and dressing up. Role play on different topics (i.e. shop) introduces new vocabulary and communication between peers. Physical play indoors and outdoors in the play area and garden, encouraging exploring and observation of their environment. Children become more involved in group activities, story time, singing and music, play musical instruments.

Creative play is encouraged with the use of sand and water, painting and arts.

We encourage and support children in dealing with their emotions in an appropriate way and manage challenging behaviour in a positive manner, working in partnership with parents and carers to ensure consistent boundaries and applied at home and nursery. Staff reinforce positive behaviour with praise and encouragement.

3-5 years Pre-school room

Throughout the nursery the Early Years Foundation stage Framework is adhered too working towards the early learning goals. The foundation stage covers key development areas. Communication and language, Physical development and personal, social and emotional development. As children move into pre-school more time is devoted to 4 specific areas via play. These been Literacy and Numeracy, Understanding the World and Expressive Arts and Design.

The Pre-School room offers a routine to help the children get ready for transition to school. The room is set out with a large hard floor area with tables and chairs. This allows for messy play with sand, water, painting or other materials to be accessed anytime. The routine within pre-school is more structured to allow the need for Literacy and Numeracy to be introduced, children start to learn about phonics to assist with reading and writing skills.

Nursery staff actively encourage the children to make decisions for themselves in relation to activities. A wide range of resources and games, toys, are available at easy reach. Adult led learning is also promoted in exploring the outside world and investigating science and nature, looking at how objects work and engaging the children in thought.

School Room has its own toilets and hand washing facilities at low level to promote independence/ support where needed.

Meals are served in the school room where children can serve themselves. Children are taught table manners and how to eat appropriately, staff sit at the tables to encourage and act as positive role models.

Your child’s progress is monitored and observed by their key worker and recorded in their learning journal as evidence of achievement.