Curriculum

Daily Routines and Timetable in Adventurers Room


The morning nursery session begins at 8.45, the afternoon session at 12.15. Parents and carers are asked to help their child register  with their picture card and hang coats and bags on their pegs.  Adults are welcome to look around the nursery, settle children into an activity and admire any pieces of work on display.  This is a good time to pass on any information to a member of the team or to seek out your own Key-Person.
Children spend most of the session in “free-flow play”, indoors or outdoors.  The snack table is prepared with cups of milk or water and a selection of fresh fruit, and all the children are encouraged to come to the table.
Towards the end of the session the children help to tidy up and gather together for Key Person or small group time  when the children have stories and number activities in small groups. 
At the end of the session children are encouraged to gather their own coats and bags and prepare for going  home.  Parents and carers collect the children from the classrooms just before or at 11.45 and 3.15 .

Coats, bags and “belongings”.
It’s a huge help if all coats, gloves, hats etc. have a name in.  It also helps if coats have a good strong loop so that it stays on the peg – a loop of elastic is especially good. 
Outdoor play
Children play outside in all weathers and there is lots of really important learning taking place in our garden, so they need outdoor coats and warm clothes in the winter. We have waterproof coats, trousers and wellies for when it’s really wet or snowy or we welcome you to bring your own. If a child is not well enough to play outside we would ask you to consider if they are well enough to be in Nursery
Messy Play
They also have the opportunity for “messy play”, with paint, water, gloop or soil, and although we provide aprons children will get messy, so it’s important that they are dressed in clothes that can be easily washed.

Please see the attached file in relation to the duty to teach British Values in the context of the Early Years Foundation Stage