Nursery Information

We believe that The Foundation Stage is a unique phase in a child’s life and is crucial to future learning.

The Early Years Foundation is a statutory framework which sets standards that all Early Years providers must meet to ensure that children learn and develop well and are kept healthy and safe. In our Nursery we have 52 full time places. Pupils can have a hot school dinner or bring sandwiches for lunch. There is a phased induction into Nursery which is explained at the Nursery Open Night. This induction allows for the pupils to build relationships with staff and pupils alike before becoming full time which we believe is very important in ensuring that all pupils settle well and have the best possible start to their school career.

There are four key principals that shape our practice:

  • A Unique Child
  • Positive Relationships
  • Enabling Environment
  • Learning and Development

There are seven areas of learning and development of which three are Prime areas and four are Specific areas of learning and development.

Prime areas:

Communication & Language

Personal, Social & Emotional Development

Physical Development

Specific areas:

Literacy (Reading and Writing)


Understanding the World

Expressive Arts & Design

At Milton we provide a happy, secure and stimulating environment in which our children can develop intellectually, spiritually, morally, emotionally and physically. Our excellent provision includes:

  • a safe, secure and happy environment
  • a differentiated curriculum and learning experience, which enables all children to be successful
  • a broad and balanced curriculum, this draws on the child’s own experience from home
  • a well organised and well planned enabling environment
  • meaningful, high quality learning experiences
  • partnership with parents as “joint educators”
  • high quality teaching and assessment
  • self-respect and self-esteem

We believe in providing opportunities for children to engage in activities planned by adults and also those that they plan or initiate themselves (Child Initiated), involving children in their own learning. Children’s ideas when planning learning opportunities are always taken into account. We ensure equal opportunities for all pupils despite individual starting points, needs and previous experiences to allow them to develop.

“Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them.”

Within the Early Years we ensure that our current practice and provision complies with the welfare requirements as stated in the OFSTED statutory framework for Early Years Foundation Stage. Our team works collaboratively to:

  • promote the welfare and safeguarding of children
  • promote good health
  • preventing the spread of infection
  • taking appropriate action when children are ill
  • manage behavior effectively in a manner appropriate for the children’s stage of development
  • ensure all adults who look after the children are suitable to do so and are DVA checked by the school if they are unsupervised
  • ensure that the premise furniture and equipment are safe and suitable for purpose
  • ensure that all children receive enjoyable and challenging learning and development experiences tailored to meet their needs

Our Early Years Curriculum:

  • is rich, balanced and broadly based across the 6 areas of learning
  • draws on the child’s own experience from home
  • provides a rich, exciting differentiated curriculum
  • develops and stretches all pupils and excites their imagination
  • provides opportunities for enjoyment and nurtures a love of learning
  • provides experiences to cater for all learning styles, visual, auditory and kinesthetic
  • provides teacher directed and child initiated activities.

We recognise that children have different learning styles and planning includes a variety of teaching methods to ensure all children are able to access the curriculum, e.g visual, auditory and kinesthetic.

Our outdoor environment as an extension of our indoor environment. Children have access to the outdoors for a substantial part each day. Outdoor learning opportunities are clearly planned for and reflect the seven areas of learning.

Equal opportunities are provided for all through:

  • promoting children’s self-confidence and a positive attitude to learning, whatever their gender, ethnicity, home language, special needs, disability or ability.
  • providing learning opportunities appropriate to individual abilities and needs.
  • using a variety of teaching strategies to appeal to all styles of learner
  • providing learning opportunities for children which reflect their own cultural diversity and significant events in their own lives
  • providing positive role models for children of gender and ethnicity.

We recognise that parents are the child’s first educators. We recognise that when parents/carers and practitioners work together, the results have a positive impact on the child’s development and learning.

We aim to make all parents/carers feel welcome and valued. Initially parents are invited to attend pre nursery sessions with their children. We then carry out home visits. Once the children have started in our Foundation Stage we have an open door policy and communicate with parents daily.

We use a School Planner and weekly newsletters which allows us to continue a good link between home and school.

Parents/Carers are invited into school termly for a Show Case of learning; children teach their grown-ups the skills that they have learned.

Secret Storyteller (begins after October half term in Reception, Christmas in Nursery); We invite parents/carers into school once a week to read their child’s favourite story to the class. The child helps their parent/carer to read it. This helps to promote the importance of Reading/Literacy.