EYFS

We are a school-based Nursery which means that, unlike many private or voluntary day Nurseries, a qualified teacher plans, is involving in the teaching and supports the progress of our nursery children during this important period of their development.

• Nursery 2 is where our Two-Year-old children are nurtured and educated. Children can join Millbrook Combined School and Nursery the term following their second birthday
• Nursery 3 and Nursery 4 are where our Three- and Four-Year-old children build on their skills through play and exploring in preparation for their Reception Year. Children can join these classes the term after their third birthday

We also have three Reception classes where children have access to a wide range of stimulating and exciting opportunities.

The aim of our Early Years Foundation Stage classes is to provide opportunities for our children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their wider society.

Our goal is to make sure children are happy and engaged.

Planning and the Curriculum

Through our child led curriculum, we provide an environment that allows each child to display high levels of concentration, creativity, energy and persistence. The rationale behind this that high-levels of well-being and involvement lead to high levels of child development and indicate deep level learning.  This curriculum concept should result in significant changes to the child’s learning capacity, leading to better outcomes in relationships and life in general.

The Early Years Framework (2023) states that practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.  A combination of Adult Led sessions and Planning in the moment fully allows this to happen and encourages the children to pursue their own interests. Planning in the moment means that the learning environment, both the indoor environment and outdoor environment, constantly needs to be reviewed and adapted to ensure there remains challenge and variety. We believe that children need a rich opportunity to initiate ideas and activities so that they develop the learning characteristics that will support lifelong learning.

Role of the Key Person

Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff for responsibilities for helping children in the group feel safe and cared for. When children reach this stage of their educational journey most children have developed a strong attachment to a parent and are more able to cope with shared attention from a few adults in the setting. We therefore say that the teacher will be the key worker for all the children, supported by other members of the staff. If a child or parent forms a trusting working relationship with a particular member of the staff team, then they can always chat to them.  Support staff help update records and make observations. However, it is ultimately the teacher’s responsibility to maintain the paperwork and to take ownership of the class and progress of all the children. 

The EYFS framework requires the adults working with our Foundation Stage children to “respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.” We have a dedicated team of caring adults who get to know your child well, especially what excites and engages them. This quality relationship results in high levels of well-being and involvement for children in the Foundation unit. With high levels of well-being children gain independence and confidence and their natural curiosity is encouraged at all times. Adults support positive attitudes and dispositions towards learning and promote learning through play. Adults’ positive and thoughtful interactions, alongside the high-quality environment and open-ended resources available to them results in Millbrook’s children receiving the best start to their education.

Additional information about the Early Years is available on the Foundation Years website.

Nursery Sessions

Before children start Nursery at Millbrook Combined School and Nursery, they will be offered a home visit and 2 settling visits (of approximately an hour each) to support their transition from school to home. If your child needs longer to settle into school we can provide extra settling sessions.

We offer different patterns of attendance which are expected to be kept regularly and can only be changed at the end of a long term (Christmas, Easter, Summer). This means our teachers can plan for careful provision and learning for your child within our Early Years class and, we believe, offers an enhances service which is much more than child care.

Two-Year-Old Provision

Three- and Four-Year-Old Provision

Please note, children's attendance will be registered and monitored against whichever option they are signed up to.

Children who stay all day need to be able to

* Separate from the carer easily

* Move independently around the garden and classroom.

* Stay awake and energetic throughout the session.

* Behave appropriately and non-aggressively throughout the session.

* Attempt to manage their own personal hygiene, shoes and coats. This area can be supported for children with significant developmental delay.

* Stay within the boundaries of the playground and classroom (both indoor and outdoor areas).

* Cope with changes of adults in the classroom without distress.