Curriculum

Central to the nursery philosophy is that children under 5 years of age, learn and develop important social skills most successfully, through play, building confidence for later in life. The nursery curriculum is reflected in the provision we make. The way it is organised, the equipment and resources. We believe that with young children every aspect of learning is interrelated and interdependent and most importantly achieved through play. The children explore and select their own equipment then later return it to the appropriate place, children are encourage to ‘Pick-Play-Putaway’.
This maximises children’s choice and builds confidence.

3 months to 3 years
First and foremost, babies and children need lots of love and attention. We ensure all our children receive a warm loving environment where they can develop at a rate that suits each individual, receiving all the intimate interactions they need to support their emotional and social development. Once your child is happy and settled in a warm loving environment we can then move on to planning development opportunities for even our youngest children at a rate to suit each child.
Children from 0-3 years are encouraged to work with both the Birth To Three Matters framework and the Under 3's Curriculum.

From 3 to 5 years
Children have access to the full range of nursery equipment within the nurseries workshop bays found in their play areas. These ensure that boisterous, quiet, creative, investigative and imaginative play does not necessarily interfere with each other. This well organised environment enables the children to become independent and confident active learners.

From 3 to 5 years children are encouraged to 'work' towards the Department for Education and Employment's specific goals for learning. Known as the 'Early Learning Goals' there are six areas of learning:

• Personal, social and emotional development
• Communication, language and literacy
• Mathematics
• Knowledge and understanding of the world
• Physical development
• Creative development