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Nursery Mr Morgan

Mrs Harper, Miss Storr, Mr Walton, Mr Morgan

welcome you to our nursery page.

Nursery Curriculum

The Early Years Foundation Stage is the framework followed by the nursery setting. The cycle of observation, then timed intervention,  then evaluation from a further observation supports learning in nursery. 

We cross reference our observations with the stages of development within the seven areas outlined in the guidance and also listed on Early to Primary Essence. We look for a 'best fit' and determine whether a child is emerging, developing or secure.

Children all have different starting points with children starting at 22-36 months or 30-50 months. We also support children who are younger or have special education needs who may match younger stages of development.

The missing areas are mapped during the evaluation of the assessments. Staff then use this information in their teaching.

September and October

We welcomed back the 2 to 3 year olds who are now our 3 to 4 year olds.

We welcomed new families all with children who have 3 to 4 year olds. This included parents welcome meeting, nursery visits, home visits and staggered starts.

In September we have our first 8 children who attend either 28 hours or 31 hours. The school governors have approved an expansion of 30 hours to 16 places.

Throughout the first term staff used observations for the 3 to 4 year old baseline. In November we aim to support parents gaining access to the information on the schools Primary Essence web site.

Our books started with our Bookstart book Max. Debra from Bookstart joined us on some home visits and observed how we promote books with families.

Then the The Very Helpful Hedgehog.

 

October/November/ December

We started with Whatever Next, Lauras Star, The Nativity and fianlly Hurry Santa.

The children responded well to the stories. The two groups of children responded to the groups. One of the groups listening for sounds in words and the second group learning how to focus, listen and respond.

We marked Xmas by a performance from a theatre group for both children and families.

 

January/ February March

We welcomed more new starters. Some of them joining older nursery children and others our youngest who will remain with us this academic year and the following year. Nursery is now full for this academic year.

We have read Kippers Toybox, Harry and the Dinosaurs, Owl Babies, The Gruffalo and Farmer Duck.

Gaps we addressed

ICT and control technology involved wind up toys, remote control and also wordwall Loto.

Extending rhymes, character recognition in books, and identifying settings.

Number recognition ranging from 1 to 20 and beyond.

We moved the singing session to a preferred time and the children are developing confidence singing in front of others.

First letters are forming for some while others are writing first names and surnames. Some are now trying words beyond their own names.

We have used question time to explore what is a question, can we ask a relevant question and can we answer a question.

Both morning and afternoon children are a 'Class to be Proud Of' seen in their approach to learning.

 

April May

A short term exploring traditional stories. Goldilocks and The Three Bears. Red Riding Hood.

The children are so good at recall which they demonstrate in their play. They are mastering the thumbs up/down which helps everyone contribute during show me sessions. A majority are now writing some recognisable letters without a name card and also naming the sound of at least one letter in their name. They are also experiencing question time which encourages their thinking process. Lots of examples that demonstrate how ready they are for school.

Time now to secure any gaps to ensure they are are secure and working beyond expectation.

 

  • Asking questions and returning a question with an answer.

 

  • Rhyme
  • Rhythm
  • Sounding letters they frequently experience and once mastered beyond.

 

  • Shapes

 

Remember if your child avoids making any marks then show them how much fun mark making is.

If your child is making marks with lines then explore a letter in their name that has straight lines.

If your child is making shapes that now start to resemble letters then help them put the shapes in order to construct their first name, Initially with a name card.

If your child has mastered their first name move onto the surname.

If your child has mastered their surname move onto people at home. Mum, dad, baby, sister, brother.

If your child has mastered mum and dad then add an opener A, My or I like.

Now your on your way with a short collection of words and the building blocks to creating sentence.

 

To be confident they need to know letter sounds. To have a good control over a writing utensil. Can use their memory with letters understanding letters make words. An extended vocabulary.

 

Short experiences, with high a frequency and with meaning will support progress. Above all make it a shared experience and make it fun.