In partnership with parents and carers, we have a set of core aims, intended to provide:

High quality learning and care for children from birth to five years, within a nurturing, secure (physically and emotionally), stimulating and inclusive environment that is positive and enjoyable;


We offer planned learning opportunities which:


build on the children’s home experiences


promote children’s developmental and individual needs


give equal access of opportunity for children of differing ability,

gender, religion, culture and socio-economic backgrounds


encourage, support and challenge the children in all aspects of their social,

emotional, moral, spiritual, physical and intellectual growth


develop necessary skills, concepts and attitudes for the children to

grow into confident and independent learners.



  • learn actively by doing, constructing, exploring, experimenting, problem solving  
  • have a range of learning styles
  • require a wide range of experiences
  • require opportunities, space and time to repeat, practise and consolidate what has been learned, as well as challenging new experiences
  • build on what they can do and explore further what is familiar to them.  
  • work most effectively on current interest to them, learning form first-hand experience
  • need opportunities to take risks, make mistakes and try things out without fear of failure
  • learn from play – which can be spontaneous, purposeful, fun or serious – which encourage children to develop their ideas, understanding and language as well as promoting control, confidence and wellbeing
  • are naturally curious and have an innate desire to find out more
  • learn most effectively in a social context, but that the role of adults in mediating, supporting and extending learning is crucial
  • learn from each other and benefit from working in an environment that reflects the needs of the whole age range from birth to five
  • need opportunities to represent their first hand experiences through a wide range of media as they move from behavioural to symbolic knowledge
  • require opportunities to experience what it feels like to understand something in depth, so that their disposition to seek in-depth understanding can be developed
  • gain the dispositions to be interested, engaged, absorbed and involved in intellectual effort when they have extended opportunities to work on their own interests over time
  • are not likely to gain desirable dispositions from only instructions; rather, these are gained from being around people who exhibit, exemplify and model them
  • gain a positive self-esteem when adults show respect for their ideas, thoughts, interests and concerns
  • use talk as an important tool to express their ideas and feelings; and in so doing they question and develop their powers of reasoning, interpret thoughts, modify ideas and extend their thinking
  • learn best when they are confident that their own abilities, gender, home culture and background are valued
  • benefit from the security of knowing that positive attitudes have been fostered between school and Home, through close partnerships and shared understanding
  • Children need “…… freedom to investigate and try, to make mistakes, to choose where and with whom to invest their curiosity, intelligence and emotions.  Children need the freedom to appreciate the infinite resources of their hands, their eyes, their ears, the resources of forms, materials, sounds and colour.  They need the freedom to realise how reason, thought and imagination can create continuous interweaving of things, and can move and shake the world”.

(Adapted from Malaguzzi: Hundred Languages of Children, 1996)   


                 “Education is not filling a bucket but lighting a fire”

                   W B Yeats   


Free flow play

In the Child care there is a free flow system which operates. This means children are able to choose where they would like to play i.e. either inside or outside. 

This encourages children to be independent and make simple choices of their own which supports the Characteristics of Effective Learning.

Each learning space e.g. water, sand is planned for primarily with reference to the Prime and Specific Areas of the EYFS.

We use responsive planning in order to support the children’s current needs and interests.


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Useful Dates