Our Curriculum


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Within all of our nurseries you will see our comittment to play and the outdoors. We LOVE to go out! We strongly believe that children need access to the outdoors so have enhanced our outdoor learning environment which includes fantastic opportunities for physical play (gross motor, risk taking etc.), opportunities for  imaginative play (our excellent mud kitchen) and opportunities for children to learn about numbers and shape, space and measure (and much more!)





We are committed to having highly effective learning environments (both inside & out). We invest each year in new equipment, resources and areas to enhance learning opportunity. Take a look at some of the changes that we have made...

Throughout their time with us,  children will be observed and assessed using the Early Years Foundation Stage (EYFS - Outcomes for Children & The Development Matters for the EYFS) to ensure that they are reaching the corect milestones in development. Our teachers and practitioners guide children's learning through each Area of Learning, which is then recorded on Tapestry (see above) which are:

Those areas highlighted in green are referred to 'prime' areas of learning, whereas those in blue are referred to as 'specific'. At an earlier age we hold a higher focus on the prime areas of learning and as children progress (moving into pre-school), we consider all areas of learning.

Take a look at the EYFS for parents:

How might you see it...

We have a wonderful 'Loose Parts' areas in all of our playrooms. In these areas, children experiment, create, explore and imagine with various resources. 

In all of our playrooms, we have role-play areas where children's imagination soar! Staff listen to and respond to childrens' play, extending and developing learning.

We are sensitive to children's needs, recognising where and when children are ready to take risks, potty train and be independent and then responding appropriately.

Staff scaffold childrens' learning, extending vocabulary throughout the day. You will see children learning new words on a daily basis. We then incorporate these in current displays.

We have fantastic opportunities for gross motor (large scale/whole body) and fine motor (smaller scale/accuracy & precision) physical development. 

We have communication friendly spaces in all of our environments (Inside & Outdoors).  We refer to different phonics systems in order to prepare children for different schools. Children learn new words very rapidly and we introduce new words every day.

We like to make sure that children are happy and settled when they come into nursery. Our team are very nurturing, caring and loving to all of our children; we are like an extended family.

We love a good mess! It is important for children to explore different textures and matierials as this is highly beneficial for their development and meets sensory needs. We always have lots of different resources to encourge imagination, creative and messy play.

We have fantastic opportunities for children to experience the world; we have our own transport (8 & 17 seater minibuses) which we use to give our children experiences like no other. Our forest school & beach school sessions in particular encourage children to have a growing awareness and respect for all living things.

We also have a state of the art interactive touch screen which we use as part of registration & circle times.

Within all of our age groups, there is continuous opportunity for purposeful mark making. We love to make our own stories and draw characters for them and even write names on our work.

In our preschool environment, we have a Maths Investigation Area where children can explore, number, shapes, measures & quantities. In addition to this, we incorporate mathematical language (& opportunities) into everything that we do; from our 'Loose Parts' area to simply counting various objects in the environment.

Evidence: Planning IN THE MOMENT!

In all of our nurseries, we plan in an 'In the moment' style, meaning that teachers and practitioners immerse themselves into childrens' interests and extend their learning in small increments. This is something that we do all the time; just by speaking to children, we expose them to the English language (new words, ideas and ways to do things!)

'Teaching ... is a broad term that covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated activities:


Communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges.


It takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations.”

In all of our nurseries, we have large open environments (both inside and out!) for children to freely explore the high quality resources and equipment. The majority of all sessions involves children choosing resources and equipment


The way in which we 'plan' for children is using the following cycle ('Plan, Do, Review). Practitioners and teachers use Tapestry to make observations and assessments on children. We use this do identify what children are learning and the 'teachable moment' (what we did to extend children's knowledge and understanding). 

Our priority is to maximise the amount of time spent with children, extending thier learning and engaging their curiosities! Therefore the observations and assesments that we carry out are not extensive and numerous.

Pictured right are our nursery rules. These are applicable to all children, staff and visitors to our nursery. These are a simple set of rules which we use in all situations; modelling appropriate behaviours in and out of nursery. We'd like to encourge parents and carers to use the same language (this is great tool to reinforce positive behaviours). Our (always) on-hand staff and SENDCo team are happy to support parents and chidren with behaviours and are able to get advice and support where needed.

Our nursery rules:

In assessments and observations that we make (through Tapestry) you may see 'CoEL' (Characterisitcs of Effective Learning) assessments. These are used to observe how children are learning and is an important tool for teachers and practitioners to develop the nursery and enhance learning. We love to encourge children to take ownership in their learning; independance is top priority and necessity for children to develop - take a look at the different 'Learnosaurs' that we like to use (pictured left).


The Learnosaurs!