We believe children respond well to a pattern that enables them to feel secure and know that certain parts of the day will always happen. We call this a rhythm, because which in much the same way as a musical rhythm can change, so can our daily rhythm but still coincides with a steady beat. 

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children collect their wooden nametag hanging on pegs by a colour coded ribbon linked to their family group; red, yellow, blue, green, orange, purple. This is handed to their key person and is how we register attendance. Staff are available at the beginning and end of each session/day, to chat with families about the children, linking home and school life together. 

 

 

is a special time for children to sit with their key person and peers every day. The main focus of group time is about engaging children in conversation, promoting speaking and listening within a small, familiar group context. Children are also encouraged to plan their play, remembering what they did yesterday, thinking about what they want/need to do today and who they might like to work/play with and what they might need. As time goes by, staff introduce the language of learning e.g., concentrate, persevere etc., expecting children to think more deeply about their intentions, the resources they might need and whether or not they need to start by drawing a plan or writing a list. 

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lasts well over an hour for play, indoors and outdoors. We believe this gives children the opportunity to become deeply engrossed and engaged in meaningful play. Throughout this time, adults will be noticing children in their learning spaces; what they are ‘doing successfully’, what they can ‘nearly do’ and what they are ‘struggling with’. This enables the adults to make informed decisions about whether to interact – or not. Whilst understanding their role in terms of seizing every opportunity to teach new, or consolidate/extend learning, staff are aware of the difference between interfering and interacting and the impact this can have on children.

 

 

is when children and staff reconvene in family groups to talk about their work and how it went. This is a great opportunity for children to reflect and evaluate their own learning. Children are encouraged to talk about what they did well and what they ‘learned to do.’ Over time, we see children analysing their own learning and deciding what they need to do next and why. This is purposeful, powerful, lifelong learning and informs the adults about potential future planning.

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is an adult concept and quite tricky for our youngest learners. However, we believe it teaches children respect and responsibility for the things they use and play with. It is time consuming, especially in the beginning, but it is another life skill we want children to learn, no matter how brief the session lasts. We talk to the children about the nursery being ‘our house’ and how important it is to take care of everything; pets, plants, resources, equipment and each other. 

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is a calm and important time when children return to their family group base to say goodbye and finish the session with a goodbye song.