Within the group, all children are supported in developing their potential at their own pace. Our Key Person system enables us to ensure a planned curriculum is tailored to the needs of each individual child.

We offer a curriculum which by means of developmentally appropriate play activities and a high level of individual staff input leads to nationally approved learning outcomes and prepares children to progress with confidence, and to continue working towards the early learning goals in school.

Communication and Language

Children are encouraged to extend their vocabulary and fluency by listening and talking, and by hearing and responding to stories, songs and rhymes.  They are given opportunities to follow instructions and to answer “how” and “why” questions about their experiences.

Expressive Arts and Design

Children are encouraged to use a wide range of resources in order to express their imaginations, own ideas and feelings.  Art equipment, including paint, glue, crayons, pencils as well as natural resources, provides for the exploration of colour, shape and texture and the development of skills in painting, drawing and colour.  Children join in with and respond to music, dance and songs, poems and stories.  There are opportunities for imaginative role play throughout the pre-school, both individually and as part of a group.


A well stocked book corner gives every child the opportunity to become familiar with books, able to handle them and become aware of their uses, both for reference and as a source of stories and pictures.  Children are helped to understand that written symbols carry meaning, to be aware of the purpose of writing and, when they are ready, to use drawn and written symbols for themselves.


By means of adult-supported practical experience, children become familiar with the sorting, matching, ordering, sequences and counting activities which form the basis for early mathematics.  As they use their developing mathematical understanding to solve practical problems, children are helped to learn and use the vocabulary of mathematics identifying objects by shape, position, size, volume and number.  Songs, games and picture books help children become aware of number sequences and simple mathematical operations.

Personal, Social and Emotional Development

Within a nurturing environment, children are individually supported in developing confidence, self awareness and self-respect. They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults, forging positive relationships with adults and other children. Through activities, conversation and practical example they learn acceptable ways to express their own feelings and to have respect for the feelings of others.  All children are given the opportunity, as appropriate, to take responsibility for themselves and also for the group and its property, and to learn that some behaviours are unacceptable.

Physical Development

We provide a range of equipment and opportunities both indoors, and out of doors, allowing children to develop confidence and enjoyment in using and developing their own bodily skills.  Outside play is part of our planned curriculum and a high level of adult supervision enables children to safely create and meet physical challenges, increasing their skills and control in moving, climbing and balancing.  At the same time, children are supported in the development of the fine motor skills required to use tools, including pens and pencils, and to handle small objects with increasing control and precision.  The importance of healthy exercise and eating is emphasised and children are supported in learning to manage their own basic hygiene and personal needs.

Understanding the World

Children learn about similarities and differences between themselves and others, among families, communities and traditions through visitors, books and resources and celebrating events throughout the year.  Children are encouraged to explore and understand their environment, both within the group and also in the wider community.  Children have access to a wide range of ICT such as digital cameras, remote control vehicles, computer and recording devices.