Skip to content We are motivated by the Forest School ethos therefore much of the children’s play and learning happens in an outdoor environment. Forest School allows children space and time to play, reconnect with nature and their environment, learn to take risks and have their own adventures.
We are motivated by the Forest School ethos therefore much of the children’s play and learning happens in an outdoor environment. Forest School allows children space and time to play, reconnect with nature and their environment, learn to take risks and have their own adventures. r
We work closely with parents and carers as we believe that the child’s learning and achievement is something we should all be a part of.
We strive to help children develop confidence and independence and develop a positive attitude to learning
We promote high standards of behaviour and help children to understand their own and each other’s feelings
Every child has a key person who ensures your child makes satisfying progress
To provide educational learning for children based on the Early Years Foundation Stage framework
To ease the transition from nursery to school
To offer your child fun and friendship with children and staff
To provide a wide range of equipment and facilities for children of all stages
To have a good partnership with parents and carers
To offer children and parents a service that promotes equality and values diversity
Each member of staff has responsibility for just a key group of children ensuring that your child has an adult to relate to and share experiences with. Research shows that a key person approach benefits the child, the parent, the staff and the setting by providing secure relationships in which children thrive, parents have confidence, staff are committed and the setting is a happy and dedicated place to work. We want children to feel safe, stimulated and happy within the setting and to feel secure and comfortable with all members of staff. Your child’s key worker will observe your child and further extend their play and development through offering them a multitude of experiences that expand their learning potential. We will follow the EYFS curriculum which is devised for young children but this will also be tailored to their individual needs and interests.
The key worker will work alongside parents, thus ensuring your child is supported in reaching his / her full potential.
Each key worker carries out ‘focus day’ observations on your child, keeping an individual record of your child’s progress,
We are very lucky to have a large garden, which is available in all weather conditions due to the large Gazebo offering shelter from the sun and rain and artificial grass. These areas are fully enclosed and safe for our children allowing free-flow play throughout the day.
Our garden has many real life experiences such as a mud kitchen area, planting area with fruit, herbs, vegetables and flowers and also real car bumpers. This garden has given the children great opportunities and pride in looking after and caring for their own plants. The garden has been developed to incorporate different aromas by using herbs, flowers and plants. These resources offer outstanding experiences and allow children to actively learn and develop their play experiences.
In addition, we have a large sand play area, water-wall, climbing frame, stage, chalk boards, painting easels, large music frames and building area allowing us to cover all areas of learning in our outdoor classroom.
We are very lucky to have a large garden, which is available in all weather conditions due to the large Gazebo offering shelter from the sun and rain and artificial grass. These areas are fully enclosed and safe for our children allowing free-flow play throughout the day.
Our garden has many real-life experiences such as a mud kitchen area, planting area with fruit, herbs, vegetables and flowers and also real car bumpers. This garden has given the children great opportunities and pride in looking after and caring for their own plants. The garden has been developed to incorporate different aromas by using herbs, flowers and plants. These resources offer outstanding experiences and allow children to actively learn and develop their play experiences.
Our Duckling room follow 2 theorists our first one being John Bowlby and his theory on attachment and our second theorist is Mary Ainsworth she stated that infants need a ‘secure’ attachment to thrive, while anxious attachments can lead to problems.
There are 4 different stages of attachment and they are:
We feel it is paramount that we form good bonds and attachments where each baby feels happy, comfortable, safe and having someone to go to when they feel upset. It is very important for babies to have love, care, security and a constant carer. Our babies are allocated a key-worker prior to them starting with us. Families complete a 3-day settling in period which allows us to get to know the families, their routines at homes and the child’s likes and dislikes. It also allows families to observe our practice and get to know us.
Partnership with parents is of the upmost importance when working with such young children. Not only do we complete a handover with parents each day we also complete a care diary and developmental learning journey online for our parents to read and converse with us.
Our aims are to build independence, introduce routines and boundaries, and to encourage imaginative learning through play.
We follow the ideas of theorist Froebel, whose ‘play theory’ focuses on child-led play, believing this to be the basis for physical, intellectual, social, emotional and spiritual development. His belief that ‘play, is the highest form of human expression in childhood’ influenced much of this theory and still much of teaching in nurseries.
The Squirrel room has lots of natural equipment and loose parts play, allowing children to develop their sensory and physical skills. The children also begin to learn Makaton as well as developing communication and language skills.
The room is complete with home corner, kitchen area, accessible toys and open-ended resources as well as a messy area with a variety of arts crafts. The close garden allows children to have free-flow access daily.
Hedgehog room follow the Reggio Emilia theory regarding outdoor play, interaction, curiosity and investigation which is crucial to a child’s development. We do this by following our forest school ethos, meaning we use the outdoors as a classroom just as much as the indoors, we visit our local forest most days, weather permitting where risky play and exploration are the theme of the day. You will see natural resources in all of our rooms and toys and objects that will extend learning and imagination.
In hedgehogs our aims are to promote investigation, awe and wonder, for children to explore their environment and use their imagination, encourage children to problem solve and take risks and to have a positive effect on their confidence, self-esteem and wellbeing.
Our lucky little pre-schoolers have their very own building!
In our preschool room we follow the McMillan sister’s theory that children learned by exploring and would achieve their full potential through first-hand experience and active learning. They stressed the importance of free play, particularly with craft and water activities, and also outdoor play – providing large and varied external areas for this.
This is promoted within our preschool room through a range of activities, the children have access to a woodwork bench with real tools and equipment. A large home corner with real fruit, vet, ingredients and kitchen utensils.
Our Pre-School room is designed for children who are getting ready for the transition of going to school.
When a child reaches this age, the staff incorporate school readiness into their play and learning experiences. For example, providing school uniform in their dressing up area, building on independence and life skills.
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