Nursery Information

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. 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. 

Alps is where our Two-Year-old children are nurtured and educated. Children can join the term after their second birthday

Rockies & Everest Classes 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 term after their third birthday

Settling In New Children

Every child is offered a home visit before they start nursery or reception. We believe this is very important as it helps us get to know you and your child in familiar home surroundings, away from the bustle of the classroom. These visits last about half an hour and give you and your child’s key person an opportunity to talk all about the specific needs of your child.

The initial meeting is followed by a class visit for about an hour. This is a gentle introduction that is not too daunting for everyone. When you child starts we may ask you to stay for the whole of the first session so you get to know us and we get to know you.

Starting at the nursery is a great adventure but it is also a new and busy world for a young child with many unknown adults and children to get to know.  Every child settles at a different rate and it could be several weeks before your child it happy to let you leave. The length of time you stay is negotiated between you and the staff as you are the one that knows your child best.

Please do not be upset if your child cries a little at first- it is perfectly natural. Also some children settle quite happily but find separation difficult at a later date when the novelty wears off. If your child needs longer to settle into school we can provide extra settling sessions.

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.

Daily Routines

Every day is different Millbrook EYFS with new and exciting things to learn about. We also recognise that children need to have familiar toys and resources available to them so that they feel confident to explore learning. Depending on the age and stage of the child the day will be matched to their ability and needs.

Every day children will experience the following activities:

• Child Initiated Play – Where children get to choose what they want to play with inside the classroom as well as outside. This takes up most of the child’s day.
• Adult lead activities – This is still based in play but the adult leads the activity for example a story or some counting songs or cooking. The adult has an objective in mind for these activities, things that they want the children to specifically experience and learn about. This might be with children on a one to one basis or with a small group of children.
• Snack – Every day children will be offered a healthy snack of fruit, carbohydrates, milk and water. We are always supportive of children with special dietary requirements or allergies so please ensure that your child’s teacher knows about these. Children learn about healthy eating, nutrition and hygiene during this time.
• Outside Learning- Every day children will be able to play and learn outside in all weathers. This is essential for children’s physical and mental well-being and so we expect children to have suitable clothing for hot and cold weather. Some children prefer to be outside for the whole session and this is fine if it meets their individual needs.
• Stories – We recognise that children need many stories shared with them every day to help them with communication, language and literacy. We endeavour to read many stories to children every day to support this much enjoyed area.
• Relaxation and Comfort – As part of the daily routine children have comfortable spaces to go to which are quiet and where they can relax and think undisturbed.
• Areas of learning – The following are part of the daily experiences that are available to children. Reading, singing, writing, mathematics, creative play, learning about science and nature, being physical, building, sand and water play, exploring the senses, developing hand-eye coordination and learning to play cooperatively.

Staff at the Nursery carefully plan for children’s next steps in learning but we fully recognise that our planning is flexible to cope with children’s changing interests and fascinations.

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.

Uniform 

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