|9:15 - 11:15||Closed||9:15 - 11:15||Closed||9:15 - 11:15|
|9:00 - 2:30||9:00 - 1:00||Closed||9:00 - 2:30||9:00 - 1:00|
|9:00 - 3:15||9:00 - 3:15||Closed||9:00 - 3:15||9:00 - 1:00|
|9:00 - 2:30||9:00 - 2:30||9:00 - 2:30||9:00 - 1:00||9:00 - 1:00
Our daily routine always includes predictable elements to enable the children to feel secure and to know what is expected of them. However, we are not limited to routine when it comes to providing a rich and stimulating environment for learning.
Our nurseries are varied and interesting, with things at different levels, spaces of different sizes, places to hide, trees and bushes as well as things that have been made, places to inspire mystery and imagination.
We provide challenge in relation to the physical environment, including activities that test the limits of capabilities, rough and tumble sports and games, chase, etc.
We offer opportunities to play with natural elements – air, fire, earth and water. This might be flying kites, making campfires, digging, making snowballs or puddle jumping.
We recognise the importance of movement so there is lots of time for running, jumping, rolling, climbing and balancing, using beams, hoops, soft mats, bike riding, juggling equipment, ladders and SPACE.
It’s crucial to stimulate the five senses, so we provide opportunities for making music, places where shouting is fine, quiet places, different colours and spaces, bright and dark places, rotting leaves, a range of food and drink, objects that are hard and soft, prickly or furry, flexible, large and small. This includes multisensory experiences, such as playdough containing sequins and vanilla essence; herb gardening; dark tent with music and black light.
Children need to experience change in both the natural and built environment - for example experiencing the seasons through access to the outdoor environment, opportunities to take part in building, demolishing or transforming the environment.
We support children to develop their crucial social skills: children need to be able to choose whether and when to play alone or with others, to negotiate, co-operate, compete and resolve conflicts. They need opportunities to interact with individuals and groups of different ages, abilities, interests, gender, ethnicity and culture. They need opportunities to play with identity through dressing up, role-play, performing, and taking on different kinds of responsibility.
Using puppets, stories, small world play and other experiences we help children to experience a range of emotions – for example, opportunities to be powerful / powerless, scared / confident, liked / disliked, in / out of control, brave / cowardly.
When you collect your child, resist asking, ‘what did you do today?’ It’s what we want to know most of all and what we’re likely to find out about least if we ask that direct question. Instead take your cue from your child and avoid direct questions. We promise this will be more productive, even if you have to wait until bath time to find out.