In the Turtles room we provide a home-from-home atmosphere, helping your child to settle into nursery as quickly and smoothly as possible. We also take great pride in working in partnership with parents to ensure the children’s routines are the same at nursery and home, making sure they are getting a variety of different experiences whist meeting their individual needs.
Turtles 0 - 2 Years
Our Turtle room is a large space where children can explore various areas supporting their development. Within this space there is a cosy area for our non mobile babies, offering a safe and stimulating environment for them in which to grow and develop. Attached to our Turtle room we have an outside area for children to be more mobile and active. All children have allocated key people who will work closely with the families and children supporting their health, wellbeing and learning ensuring we are offering a unique play and learning experiences.
As part of our daily routine we offer, art and tactile activities, messy play, dancing singing and stories. We have a variety of treasure baskets available for the children to explore undependably as well as being supported, if needed.
Within the room we have a separate cot area, kitchen and nappy area to ensure that the children have continuous care and to meet all their needs with minimum disruption throughout the day.
We access the outside area daily and also go on visits in the local area including library and park.
Starfish (2 years - 2 1/2 years)
In the Starfish room the children have a large space and an outside area for them to explore. In this room the children are starting to become a little more independent, we aim to support and encourage this by allowing free choice of selected toys and activities and also allow free flow into the garden during allocated times.
This room also has a nappy changing area to maintain continuity throughout the day.
The key person makes sure that the children’s individual needs are being met throughout the day and are always looking to develop their next learning target.
There are a variety of toys and purposeful play and learning activities available, which are both child-centred and adult-led, for the children to enjoy during the day.
Craft and creative activities are offered daily alongside mess and sensory play. The children are encouraged to take part in activities and play with and without adult support.
Stories and singing also play a big part in the day's activities and the children are encouraged to join in to help develop their communication and language skills as well as their social skills.
At "circle time" the group take part in a range of letter and sound activities including, stories, singing and "ring" games. The children take part in phase one and two of letters and sounds with a variety of games and activities aimed at supporting communication and language development as well and their social skills, self confidence and self esteem.
Children are provided with a healthy snack through the "snack bar" in both the morning and afternoon. This allows children to access their snacks when they are ready and with limited disruption to their chosen play activity. In addition to their snacks the children have milk and water available throughout the day.
The children have access to the school's library and they regularly use this resource, selecting different books to read and look through.
Jellyfish also has a weekly PE session in the main hall to enable children to develop their large physical skills including controlled running, balancing on apparatus and dancing to music.
Hartland Point and Start Point (3 - 4 years)
The children are encouraged to be independent thinkers and doers, preparing them both emotionally and socially for school in a teacher-led environment. This includes the children wearing school uniform and changing for PE, setting the expectation ready for school.
The children enjoy free-flow throughout the sessions with different activities available inside and outside the classrooms where they are based. Activities vary from arts and crafts such as painting, junk modelling and play dough to playing in the construction area building towers and exploring the toys.
Alongside these purposeful play activities the children take part in letter and sound activities supporting all aspects of communication, language and literacy as well as daily maths activities which include conversations about number, ‘everyday’ maths and oral rehearsal of number sequences and patterns. When children are nearing the end of preschool they take part in fun read write ink activities, which is a learning programme used by most schools.
The children enjoy exploring the garden, which is accessed in all weathers. This can sometimes prove to be very muddy so we encourage the children to wear wellies so they can enjoy this environment to the full.
The pre-school rooms are divided into different learning areas where children are challenged to promote their learning and development through the Early Years Foundation Stage curriculum.
The children have access to the school's library and main hall and enjoy weekly sessions in each.
The children have a variety of planned activities in which the key person will track development and set targets to ensure the children’s learning aims are on track. If a child needs to be supported then this would be recognised and planned for within the day's routines and activities.
"Being Healthy" is promoted in the preschool by the provision of a healthy snack menu. This has become a fun part of the day which the children look forward to. We also encourage "big and small" physical exercise daily either through our PE session or general play inside and out.
Within our nursery we have four main rooms all with free flow gardens in addition to two large garden areas, one has a wet weather surface and the other a natural grassy garden, both aimed at physical play.
All new children starting in the pre-school room will have a home visit, conducted by the teacher before they start.
As you have read, our rooms are age-related, however this is just a guide. The children are transitioned between rooms when they are emotionally, socially and physically ready. This is decided on a monthly basis involving the key person, room leader and parents. If it is decided that the child is ready then visits to the next room would take place throughout the month to ensure a smooth and happy progression.