We are situated on the first floor of Trinity Lodge. We have safe, easy access to the extensive school grounds, which we enjoy frequently, weather permitting. Trinity Lodge is fitted with a security system and CCTV to ensure optimum safety for your child. A bell must be rung to gain entry.
8.00am Early arrivals gather in the Baby Room for breakfast/feed if necessary and free play.
9.00am Most children have arrived by now.
9.15am We split into appropriate age groups. Toddlers in Toddler Room for free play or craft in the play room. If weather permits outdoor play/walk.
10.15am Wash hands ready for snack. Children sit in a circle and enjoy this social time together when we discuss relevant news. Snack consists of water or milk and a biscuit, piece of fruit or bread stick.
10.30am Singing, music, story time.
10.45am Sleep/rest, quiet time for toddlers, free play for some.
12.00noon Wash hands ready for lunch which is served mainly in the feeding room. Younger toddlers sit in high chairs, with reigns securely fastened. Older children sit at a table.
12.45pm Children get ready for home.
1.00pm Going home for some. Arriving for others. Free play for all in the baby room.
1.30pm Most children have arrived by now. As in the morning we split into appropriate groups for activities.
3.00pm Snack as before followed by singing/story.
3.30pm Free play or walk.
4.00pm Home time for some.
5.00pm Tea
6.00pm End of the day
This plan is very flexible as we try to match the needs of the individual wherever possible.
Patricia Ashby – Lodge Manager Cert Ed ( Birmingham )
Emma Palmer – BTEC Nursery 1 Supervisor
Lauren Rigby – D.C.E Level 3
Helen Boorer – N.N.E.B
Nikki Piggot – BTEC Childhood Studies(Nursery Nursing) NVQ Level 3
Lynn Kenshole – Registered Nurse
Claire Davies – Montessori Diploma
Debbie Birt – School Nurse RGN
Elizabeth Saunders – Nursery Manager NNEB
Helen Page – NNEB
Chrissie Wray-Chance – BTEC, HND in Early Childhood Studies
Diane Bussell – NVQ 3 Trainee
Sharon Mackay – Health Visitor
Emma McNally – Administrator
Our aim is to provide a secure, homely and stimulating environment for babies and toddlers up to the age of 2. We recognise the “holistic” nature of development and learning in the very young and always consider the “whole” child. This makes our jobs challenging and complex, but infinitely rewarding.
We acknowledge that parents are central to the well-being of the child and we strive to work closely in partnership with them. We ensure quality of care by maintaining a minimum ratio of 1 member of staff to every 3 infants. Continuity of care is assured through an effective Key Worker system. The Key Practitioners work as a team, ensuring each child is supported by their own Key Worker and a small nucleus of familiar, regular staff. The Key Worker maintains up to date progress records, ensures the transition to Nursery 2 is as smooth as possible and oversees all important communications with parents.
The Key Worker builds a close relationship with the child and understands the need for children to communicate thoughts and feelings. The Key Worker plays an active role in the settling in process and observes each new skill the child achieves.
We use the Birth to 3 framework for support and guidance. The different aspects of the framework help us to formulate plans for the day, including choice of resources, lay out and staffing.
The four aspects for consideration are:-
A strong child
A skilful communicator
A competent learner
A healthy child
Each aspect has been sub-divided into 4 components.
A Strong Child
This aspect is linked to the child’s social and emotional development. It is about helping children to feel confident, self assured and to enjoy being with others.
We encourage children to respect and care for themselves and each other. When children depend upon trusted carers they can then demonstrate a level of independence and self confidence. Children develop a role and identify with the group. At circle time they take turns to listen and talk. They enjoy listening to stories and songs. Children learn differences between good and bad manners. They learn about acceptable behaviour and how to say we are sorry.
A Competent Learner
We know from research that actively moving and exploring helps babies’ and toddlers’ brain development. This aspect of learning looks at how to help babies and toddlers understand and respond to their world.
Infants have an innate tendency to learn about and enjoy the world around them. Non mobile infants learn by looking, touching, tasting, absorbing and organising information from their surroundings. Practitioners respond and encourage interaction to add to the infants’ sense of wonder about the world and set the scene for a positive approach to learning far into the future. We spend time both indoors and outdoors, exposing babies to different sounds, colours, smells and textures. We plan our environment, resources and activities to stimulate interest. Toddlers respond to the world creatively and thrive on opportunities to use materials in their own way, without unnecessary adult intervention. A whole variety of mediums are available such as play dough, sand, water, ice, jelly, starch and water paste, pasta, wet and dry play, basic cooking, painting, printing, sticking and bubbles etc. Children enjoy creating and experimenting with symbols and marks. They are stimulated by a wide variety of music, sounds and movement. Children make connections about the environment and other people. Toddlers begin to sort and categorise objects. They pile objects and construction blocks, match and pair select and disregard. Simple counting rhymes and songs are used every day and an awareness of shape, space and number develops.
A Skilful Communicator
Learning to talk and communicate is an important skill for the very young child to master. This aspect looks at the importance of listening and sensitively responding to babies and toddlers as well as looking at ways to actively promote language through stories, rhymes and toys.
Language begins with a baby’s first cry. Practitioners initiate conversations and respond, often by imitating infants’ sounds, allowing babies time to respond back and make contact. We verbalise actions providing infants with a language model. We share thoughts, feelings and ideas allowing children to “find a voice”. Infants and toddlers enjoy simple stories, songs and rhymes, looking at picture books, listening and responding to stories.
A Healthy Child
The Birth to 3 Matters Framework looks at developing the “whole child”. This means that food, safety and hygiene are also included. This aspect of learning is also about making sure that children are emotionally secure and are also learning to make decisions.
Practitioners are sensitive to the ever changing physical needs of the developing infant. We anticipate the next stage and provide what is necessary for progress. We consider different surfaces, textures and opportunities for infants to experience varying positions. Older children require more space to move and more objects to manipulate. Time and space is allowed for children to practice new gross motor skills and hand and eye co-ordination. As fine motor skills develop, children are encouraged to be independent by attempting to feed themselves, put on their shoes, find their own coat etc. Children are made aware of safety issues regarding themselves and others. They are taught to keep safe at all times, including using the stairs, playing on the slide, experimenting with sand and water, paint, glue etc. Holding hands whilst out for a walk. Washing hands ready for food. Children discover boundaries and limits. They learn about necessary rules. They know when and how to ask for help.
It is through warm relationships that emotional well being develops. Self esteem blossoms as children are nurtured and celebrated. Healthy dependence on trusted adults results in independence developing. Infants are given the opportunity to enjoy uninterrupted rest and sleep when they need it. All food offered is nutritious and well balanced.
When planning for children we base our ideas for activities and experiences on our knowledge of the children in our care. We consider the following 4 broad stages of development:-
Heads Up, Lookers and Communicators (0-8 months)
During the first eight months, young babies react to people and situations with their whole bodies. They are also competent in observing and responding to their immediate environment and communicating with those around them.
Sitters, Standers and Explorers (8-18 months)
During the period from eight to eighteen months, babies’ exploration of the environment becomes more intentional. Increasing mobility and language development enable them to find out and understand more about their world.
Movers, Shakers and Players (18-24 months)
From eighteen to twenty four months, young children begin to show increasing independence and obvious pleasure in moving, communicating and learning through play.
Walkers, Talkers and Pretenders (24-36 months)
From twenty four to thirty six months, children’s competence at moving, talking and pretending is more and more evident and they show increasing confidence in themselves and skill in making relationships.
Further Information
Curriculum plans are on display for parents to see on the notice board in Nursery 1.
We keep a diary of each child’s daily behaviour and progress. This is sent home and becomes a two-way communication between Nursery and Home.
A healthy snack will be provided during the morning and afternoon.
A hot lunch is served in the feeding room at 12 noon or whenever necessary. The menu is displayed on the notice board in Nursery 1.
Each meal is prepared to the correct consistency for the developing needs of each infant. Please refer to Weaning Policy.
Parents provide all necessary nappies, wipes and cream for their children. In the summer months a sun hat and sunscreen are also essential items.
We offer well-balanced meals, frequent drinks and take into account any specific dietary requirements.
For more detailed information please consult our policies which are displayed near the main parent notice board on the ground floor. Please feel free to read them.