Welcome to Stockwell Nursery Class
Morning Session 9am-11.30am
Afternoon Session 1pm- 3.30pm
We strive to build partnerships with parents/ carers, as this fosters a positive learning environment in which children can succeed and achieve their best.
Our aim is to provide a happy and secure environment in which your child will learn and develop through playing with other children and learning with adults. Play is a most important part of the nursery education, as it is through play that the child learns to mix socially, to communicate and share with others.
Each day there is wide variety of activities which are carefully planned, with specific aims in mind to help the children's development. Most activities demand co-operation; some physical co-ordination; others encourage intellectual development, language, observation and investigation, early reading and early number skills.
The children are encouraged to ask questions, to talk and to think about what they are doing. Stories, rhymes and songs are an important part of the day and help to enrich vocabulary and encourage language development.
Through our focus on celebrations around the world, throughout the year, we encourage respect, tolerance and understanding of other faiths and cultures.
A rich diversity of language, faith and experience is present in the nursery, which we draw out and share with one another.
We aim to recognise every child as an individual, with different physical, social, emotional and cognitive needs and to help each child to develop to his/ her full potential. Boys and girls are positively encouraged to participate equally in all activities.
Our Aims // Our Day // Records of Achievement //
The Inside Learning Environment // The Outside Learning Environment
| Morning Session | Activities | Afternoon Session |
| 9.00 | Children arrive. | 1.00 |
| Put bookbag in box. Find name from table and put in basket. Thereafter free play from selected and planned activities. These will include adult led activities. | ||
| 10.10 | Big Book time and alphabet focus. | 2.10 |
| Class discussion
and drink . Change of home reading book. |
||
| 10.20 | Children have choice to explore outside activities | 2.20 |
| 10.55 | Tidy up time. | 2.55 |
| 11.00 | Stories, songs and rhymes time. | 3.00 |
| 11.30 | Parents/ Carers come in and collect their children. | 3.30 |
Opportunities for developing skills and understanding in all areas of the curriculum through the provision of:
Books- picture books, story books, information books, home-made books, big books, dual language books and story tapes;
Small world play- dolls houses, play people, train sets, wooden village, cars, garage, zoo/ wild/ farm animals;
Large construction- large plastic bricks, large wooden bricks, mega blocks etc;
Small construction- small wooden bricks, duplo, lego, mobilo, constructo straws, polydron, sticklebricks etc;
Mathematics- sorting and matching games, sets of objects, counting games, number/ shape and colour puzzles, pattern making equipment, beads for threading, pegs and boards;
Imaginative play- dressing up clothes, home equipment, shop, cafe, office etc;
Cooking- real cooking equipment, ingredients and recipes from a range of cultures;
Science and environmental resources- natural materials ie: water, sand, soil, sawdust, shells, stones, feathers, plants, cones, leaves etc; also magnifying glasses, simple microscopes, batteries, torches etc;
Technology- computers, calculator, old typewriters, tools, junk materials, adhesives, card;
Art & Craft- painting, collage, fabric, junk, modelling, woodwork, playdough, plasticene.
Music/ Sound- bought/ home-made instruments, songs/ rhymes, tapes, records- all from a variety of cultures;
Writing/ drawing- paper, range of tools, envelopes, labels, stamps, computers, clipboards.
Opportunities for developing skills and understanding in all areas of the curriculum through the provision of:
climbing, jumping, sliding, rolling, hiding, running, throwing/ catching;
water, sand, soil, leaves, plants, grass, trees;
tyres, boxes, bricks, tubes, ladders, tunnels;
Equipment to manoeuvre, transport, push/ pull
wheeled toys, bikes, scooters, buggies, carts, trolleys;
homecorner, cafe, doctors, fire/police stations, bus depots, picnics;
chalks, large paper, rolls, decorating brushes, woodwork;
ring games, chants, action games, from a variety of cultures.
Records are kept on each child covering all areas of learning experience. There are parent/ teacher conferences throughout the year. We consider the knowledge that parents/ carers have about their child to be very important. We record this information within the child's 'Record of Achievement', alongside our own observations on the child's development A copy of this is available to parents/ carers, with the original being forwarded to the child's next class when they leave the nursery.