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W E L C O M E

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“In the Early Years Foundation Stage, well-trained staff are highly knowledgeable about how children

learn and expertly motivate and engage with them during

activities.”K i n g ’ s H o u s e I S I I n s p e c t i o n R e p o r t 2 0 1 6

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Welcome

K I N G ’ S H O U S E N U R S E R Y

C h i l d r e n j o i n u s a t K i n g ’ s H o u s e N u r s e r y i n t h e

C a t e r p i l l a r C l a s s i n t h e t e r m o f t h e i r t h i r d b i r t h d a y.

I n t h e S e p t e m b e r f o l l o w i n g t h e i r t h i r d b i r t h d a y t h e y

w i l l m o v e u p t o t h e B u t t e r f l y C l a s s .

A t K i n g ’ s H o u s e N u r s e r y w e a i m t o f o s t e r a h a p p y a n d

r e l a x e d a t m o s p h e r e w h e r e y o u n g c h i l d r e n l e a r n t o

r e l a t e t o o n e a n o t h e r a n d t o a d u l t s t h r o u g h p l a y -

b a s e d a c t i v i t i e s , l a y i n g t h e f o u n d a t i o n s f o r

i n d e p e n d e n c e a n d l e a r n i n g .

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Meet Our TeamK I N G ’ S H O U S E N U R S E R Y

M r s J O ’ B r i e n B A Q T SHEAD OF NURSERY

M r s M H u g h e s N N E BDEPUTY HEAD AND CATERPILLAR CLASS TEACHER

M r s S R o b i n s o n B A ( E a r l y Y e a r s ) NURSERY TEACHER BUTTERFLY CLASS

M r s Z C o u c hN V Q 3NURSERY PRACTITIONER

M s A D i a s - M a d e r i aN V Q 3NURSERY PRACTITIONER

W e h a v e a w e l l - q u a l i f i e d t e a m o f E a r l y Ye a r s p r a c t i t i o n e r s w o r k i n g a c r o s s t h e t w o c l a s s r o o m s . T h e

C a t e r p i l l a r t e a m i s l e d b y M r s M i c h e l l e H u g h e s a n d t h e B u t t e r f l y t e a m b y M r s S a m R o b i n s o n . W e

o p e r a t e a k e y c a r e r s y s t e m s o t h a t e v e r y c h i l d h a s a n a l l o c a t e d k e y c a r e r w h o k e e p s a s p e c i a l e y e o n

t h a t c h i l d ’ s d e v e l o p m e n t a n d p a s t o r a l n e e d s .

M r s P B e e z a d h u rN V Q 3 F D E YNURSERY PRACTITIONER

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K I N G ’ S H O U S E N U R S E R Y

M r s J H a r r i sM O N T E S S O R I D I PNURSERY PRACTITIONER

M r s A H a z e l lN N E BNURSERY PRACTITIONER

M i s s P S a l m o nNURSERY PRACTITONER

M r s J R e i dN V Q 3NURSERY PRACTITIONER

M r s S E v a n sNURSERY SECRETARY

M r D D a p o r t aN V Q 4NURSERY PRACTITIONER

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Parent PartnershipK I N G ’ S H O U S E N U R S E R Y

“In the EYFS, the strong, cohesive staff team

is an outstanding feature of the setting” King’s House ISI Inspection Report 2016

A close partnership between King’s House and you as parents and carers is fundamental to everything we do. Each child has a personal portfolio with photographs and

observations which will give you a comprehensive picture of all that your child does at Nursery. A sheet in these portfolios encourages you to add comments about things

your child might have done or enjoyed at home so that we can gain a picture of the whole child as he/she develops. This is sent home regularly to allow you to add

photographs and pictures to share with us at Nursery.

The Early Years Foundation Stage steps provide a rounded picture of your child’s learning and development. You will have the opportunity to hear about your child’s

progress at Parent’s meetings (Caterpillar Class in your child’s first term, Butterfly Class in the Autumn and Summer terms.) Parents are encouraged to communicate any

concerns as soon as possible to Nursery staff or the Head of Nursery.

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What is the Early Years Foundation

Stage?

K I N G ’ S H O U S E N U R S E R Y

T h e e a r l i e s t y e a r s i n a c h i l d ’ s l i f e a r e a b s o l u t e l y c r i t i c a l . N e x t t o a l o v i n g a n d

s t a b l e h o m e e n v i r o n m e n t , h i g h q u a l i t y e a r l y y e a r s e d u c a t i o n i s o n e o f t h e m o s t

i m p o r t a n t f a c t o r s i n a c h i l d ’ s d e v e l o p m e n t . T h e E a r l y Ye a r s F o u n d a t i o n S t a g e

( E Y F S ) w a s f i r s t l a u n c h e d i n 2 0 0 8 , p r o v i d i n g n u r s e r i e s a n d r e c e p t i o n c l a s s e s

w i t h a s t r o n g c u r r i c u l u m a n d c l e a r g u i d e l i n e s o n e a r l y y e a r s e d u c a t i o n .

I n M a r c h 2 0 1 2 , t h e c u r r i c u l u m w a s f u r t h e r r e f i n e d t o f o c u s o n t h r e e p r i m e

a r e a s w h i c h a r e t h e f o u n d a t i o n f o r c h i l d r e n ’ s a b i l i t y t o l e a r n a n d d e v e l o p

h e a l t h i l y : p e r s o n a l , s o c i a l a n d e m o t i o n a l d e v e l o p m e n t ; c o m m u n i c a t i o n a n d

l a n g u a g e ; a n d p h y s i c a l d e v e l o p m e n t . B e n e a t h t h e s e a r e f o u r s p e c i f i c a r e a s

o f l e a r n i n g w h e r e t h e s e s k i l l s a r e a p p l i e d : l i t e r a c y, m a t h e m a t i c s , e x p r e s s i v e

a r t s a n d d e s i g n a n d u n d e r s t a n d i n g t h e w o r l d .

A t K i n g ’ s H o u s e w e a r e s t r o n g a d v o c a t e s o f t h e E Y F S ; t h e N u r s e r y C a t e r p i l l a r

a n d B u t t e r f l y c l a s s e s a n d R e c e p t i o n c l a s s e s a l l a d h e r e t o t h e E Y F S

c u r r i c u l u m . T h e N u r s e r y o f f e r s a f r e e - f l o w p r o v i s i o n w i t h a b a l a n c e o f a d u l t -

l e d a n d c h i l d - i n i t i a t e d a c t i v i t i e s . L e a r n i n g o c c u r s t h r o u g h p l a y - b a s e d

a c t i v i t i e s t h r o u g h o u t t h e w h o l e N u r s e r y, b o t h i n d o o r s a n d o u t d o o r s .

F o r m o r e i n f o r m a t i o n o n t h e E Y F S s e e l i n k b e l o w :

w w w. f o u n d a t i o n y e a r s . o r g . u k / e y f s - s t a t u t o r y - f r a m e w o r k

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THREE PRIME

AREAS OF LEARNING

T h e p r i m e a r e a s a r e f u n d a m e n t a l t h r o u g h o u t t h e

E Y F S a n d a r e t h e f o u n d a t i o n s f o r c h i l d r e n ’ s a b i l i t y

t o l e a r n a n d d e v e l o p h e a l t h i l y. T h e s e a r e a s b e g i n

t o d e v e l o p q u i c k l y i n r e s p o n s e t o r e l a t i o n s h i p s a n d

e x p e r i e n c e s i n t h e N u r s e r y e n v i r o n m e n t a n d r u n

t h r o u g h t o s u p p o r t l e a r n i n g i n a l l o t h e r a r e a s .

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“In the EYFS, the children’s personal

development is excellent.”K i n g ’ s H o u s e I S I R e p o r t 2 0 1 6

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C O M M U N I C A T I O N A N D L A N G U A G E

T h e N u r s e r y p r o v i d e s o p p o r t u n i t i e s f o r c h i l d r e n t o

d e v e l o p a n d e x t e n d t h e i r c o m m u n i c a t i o n s k i l l s

t h r o u g h d a i l y a c t i v i t i e s . C i r c l e t i m e s a n d i n t e r a c t i v e

s t o r y t i m e s f o c u s o n d e v e l o p i n g l i s t e n i n g s k i l l s ,

p r o m o t i n g u n d e r s t a n d i n g a n d c o m m u n i c a t i o n . R o l e -

p l a y, s m a l l w o r l d a c t i v i t i e s , l i b r a r y t i m e a n d p r a c t i c a l

e x p e r i e n c e s a l l a l l o w c h i l d r e n t o e x p a n d t h e i r

v o c a b u l a r y a n d t o d e v e l o p i n t h i s a r e a . I n B u t t e r f l y

C l a s s c h i l d r e n a r e i n t r o d u c e d t o t h e F r e n c h l a n g u a g e

i n a w e e k l y c i r c l e t i m e w i t h o u r s p e c i a l i s t F r e n c h

t e a c h e r . W e e k l y P h i l o s o p h y s e s s i o n s g i v e c h i l d r e n

t h e o p p o r t u n i t y a n d c o n f i d e n c e t o a s k q u e s t i o n s

t h r o u g h d i s c u s s i o n , w h e r e n o a n s w e r i s r i g h t o r

w r o n g .

P E R S O N A L , S O C I A L A N D E M O T I O N A L

D E V E L O P M E N T

T h e N u r s e r y p r o v i d e s o p p o r t u n i t i e s f o r c h i l d r e n t o

d e v e l o p c o n f i d e n c e t h r o u g h b u i l d i n g s t r o n g

r e l a t i o n s h i p s w i t h b o t h s t a f f a n d p e e r s . C h i l d r e n

l e a r n t o w o r k a n d p l a y, t o c o - o p e r a t e a n d r e s p o n d

p o s i t i v e l y t o e a c h o t h e r i n a c l o s e a n d f r i e n d l y

e n v i r o n m e n t . T h e c h i l d r e n l e a r n o u r c l a s s i s

h a p p y w h e n w e h a v e g e n t l e h a n d s , w e s h a r e , w e

l i s t e n t o e a c h o t h e r a n d u s e k i n d w o r d s .

P H Y S I C A L D E V E L O P M E N T

W i t h t h e e x t e n s i v e u s e o f t h e t w o p l a y g r o u n d s ,

c h i l d r e n a r e e n c o u r a g e d t o b e a c t i v e a n d

d e v e l o p t h e i r s k i l l s o f c o - o r d i n a t i o n , c o n t r o l a n d

m o v e m e n t . I n t h e i n d o o r e n v i r o n m e n t c h i l d r e n

l e a r n t o h a n d l e e q u i p m e n t a n d t o o l s e f f e c t i v e l y

w i t h d a i l y a c t i v i t i e s t o p r o m o t e f i n e m o t o r s k i l l s .

A p o s i t i v e a t t i t u d e t o w a r d s a h e a l t h y a n d a c t i v e

w a y o f l i f e i s a l s o e m p h a s i s e d . B o t h c l a s s e s

b e n e f i t f r o m w e e k l y y o g a s e s s i o n s a n d B u t t e r f l y

C l a s s h a v e w e e k l y P E t a u g h t b y s p e c i a l i s t

m e m b e r s o f s t a f f .

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Four Specific Areas of Learning

Children are introduced to songs and rhymes from an early age in the Nursery. They are encouraged to join in with repeated refrains and anticipate key events in

familiar stories. Books are readily available for children to enjoy and share with a friend or there is always an adult on hand to read a favourite story. Jolly Phonics is

taught in the Butterfly Class and in Reception introducing children to the 42 phonic sounds of the English language through a multi-sensory approach. Children are

taught initially to identify and recognise the initial sound in words. Early mark-making skills and fine motor control are promoted through a wide range of activities.

L I T E R A C Y

Mathematical confidence and understanding are promoted through stories, songs, games and imaginative play so that children enjoy using and experimenting with

numbers, calculations, shapes and measures. Stern Maths equipment is used in the Butterfly Class and Reception to consolidate the concept of number and

numeral recognition.

M A T H E M A T I C S

The specific areas include essential skills and knowledge. They grow out of prime areas, and provide important contexts

for learning. Specific areas include essential skills and knowledge for children to participate successfully in society.

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Children are given the best opportunity to develop effectively their knowledge and understanding of the world through a wide range of topics and themes, using the

school environment to stimulate learning. Children are encouraged to become aware of similarities and differences in relation to places, objects, materials and living

things. They learn to take an interest in their own family and the local environment. Technology plays an increasingly important role in all our lives and children are

introduced to a range of simple equipment and early coding toys. Specialist Computing teaching in Butterfly Class using the smart table, interactive white board and

iPads extends their learning and introduces them to early coding skills.

U N D E R S T A N D I N G T H E W O R L D

All children are encouraged to participate in different creative activities included 2D and 3D art, music, drama and imaginative play. Children are given time to

explore new ideas with different media and materials, investigating a variety of tools and techniques, experimenting with colour, design, texture and form. A

specialist music teacher takes weekly sessions in Caterpillar and Butterfly classes. Children learn a repertoire of songs and dances. Caterpillar Class perform a

Mother’s Day Concert and the Butterfly Class perform a popular Nativity play and end of year Leaver’s Performance. Butterfly Class have a weekly session with a

specialist drama teacher.

E X P R E S S I V E A R T S A N D D E S I G N

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Get in TouchKing’s House NurseryThe Old School House

Princes RoadRichmondTW10 6DQ

0 2 0 8 9 4 8 5 6 5 5

n u r s e r y @ k i n g s h o u s e s c h o o l . o r g