7:30 – 8:30 Breakfast Club
8:30 – 11:30 Morning Session
11:30 – 12:30 Lunch time
12:30 – 3:30 Afternoon Session
3:30 – 6:00 After School Club
We structure our day similar to the primary school day so that children become aware of the different sessions that take place.
This is a time for children to come in and have a healthy breakfast, eaten around a table of their peers. We offer cereal, milk and toast.
We include children from St Paul’s Primary School in our breakfast club. The very oldest children have slightly different provision upstairs, and the youngest stay downstairs in our nursery environment. It is proving very popular and the younger children’s social skills develop rapidly due to the experiences they have mixing with slightly older children in an environment where they feel safe and nurtured.
Doors open at 8:30 for parents and children to come in, find their name card to self register, answer the ‘Question of the day’, hang up their coats and book bags and find an activity to do. Parents are welcome to stay as long as they like or they can wave to their child through the ‘Waving Window’.
Children free flow through two large indoor classrooms and a beautiful outside environment. This is purely child led learning and time for children to settle into nursery for the day.
At 9:15 we stop for group time. This is where the children are either with their key worker doing activities such as yoga, peer massage, singing, circle time, story telling, drama, dance and other activities that promote personal, social and physical development or with the experienced nursery teacher learning key skills such as early maths, phonics or writing skills.
We then go back to free flow with adults interacting through play or enhanced activities to help promote learning and enjoyment through questioning and developing key skills that your child needs in order to be ready for primary school.
At around 11am we stop for a group story, singing and talking time where we discuss the session and what we may have learnt that day.
Some children then go home and some children head upstairs for lunch time.
We eat in our upstairs dining room and share freshly cooked food from our tailored menu. Our cook Michelle knows what children like and regularly adapts the menu to ensure we have not only a healthy menu but an attractive one that the children will enjoy eating.
The children sit around a table with ceramic plates and real cutlery. They help serve each other and no one leaves the table until they have all finished. They sit in tables of eight and an adult joins each table in order to help develop knife and fork skills as well as stimulating conversation and turn taking skills.
Once finished the children enjoy a story and outdoor play until the afternoon session begins.
This mirrors the morning session, but with a different range of activities so there is no duplication for the children.
After School Club
As for breakfast club we accommodate children from the local primary school in our after school provision. A range of healthy snacks (enough for a meal for the younger children) is on offer and nursery children continue to access the areas of provision. For older children we have an upstairs room with older aged resources available.
This is run by a very experienced practitioner who understands how tired children can be at the end of the day and she knows how to help them relax in an environment where they feel calm and content.
At St Paul’s we follow the Early Years framework Development Matters and support children through the indoor, outdoor and emotional environment; our planning is influenced by the children’s interests. Children and their families are at the heart of everything we do.
We offer the children interesting ideas and provocations and strive every day to ensure that our environment is ever changing, challenging and stimulating. We place high importance and emphasis on early language and literacy and mathematics in order to prepare the children for ‘school readiness’.
Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life. Children have the right, spelled out in the United Nations convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.