Welcome to the ‘Tiddlywinks Nursery’ Website

Why Tiddlywinks Nursery?

At Tiddlywinks Nursery you’ll find we’ve developed our own unique qualities that make our environment special, enriched with learning and play at its highest level. Tiddlywinks is an open plan setting caring for children ages 1 to 4, all our staff are qualified to the highest level and have over a span of 28 years developed personally and professionally including B.A. Hons and Foundation Degree levels.

Tiddlywinks has a historical abundance of high quality care, evident if our 3rd Outstanding Ofsted report.
Tiddlywinks provides children and families with a secure and homely atmosphere, and offers many opportunities for all who attend to experience learning, wellbeing and passion at its highest level.

Our aim is to support children individually to become happy and inquisitive learners, confident about who they are and good communicators. Able to ask for help and know they are special little people.

Setting's Timetable and Routines

Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in our setting is provided in ways that:

  • Help each child to feel that she/he is a valued member of the setting;
  • Ensure the safety of each child;
  • Help children to gain from the social experience of being part of a group;
  • Provide children with opportunities to learn and help them to value learning.
Girl on slide

Timetable and Routines

Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in our setting is provided in ways that:

  • Help each child to feel that she/he is a valued member of the setting;
  • Ensure the safety of each child;
  • Help children to gain from the social experience of being part of a group;
  • Provide children with opportunities to learn and help them to value learning.

The Sessions

We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities, which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others. Outdoor activities contribute to children’s health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor play areas.

The Day

We organise the day so that children can take part in a variety of child-chosen and adult-led activities. These take account of children’s changing energy levels throughout the day. We cater for children’s individual needs for rest and quiet activities during the day. Outdoor activities contribute to children’s health, their physical development and their knowledge of the world around them.

Snacks and Meals

We make snacks and meals a social time at which children and adults eat together. We plan the menus for snacks and meals so that they provide the children with healthy and nutritious food. Please tell us about your child’s dietary needs and we will plan accordingly, using Startwell as our focus of a healthy lifestyle.

Children Playing at Tiddlywinks

Clothing

We provide protective clothing for the children when they play with messy activities. We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.

Voted OUTSTANDING by our local education authority

What The Parents Say

Our Nursery

Tiddlywinks is purpose-built, with each area within the nursery catering for different activities and experiences, all children can assess all of our areas, however, age and stage is always catered for, with staff able to support learning at every level, extending and simplifying according to individual needs. Our outside is amazing, having a forest garden and allotment alongside an enclosed and safe area where exploring and creativity can be taken beyond a child’s dreams.

Children's Development and Learning

We aim to ensure that each child:

  • Is in a safe and stimulating environment
  • Is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer helpers
  • Has the chance to join in with other children and adults to live, play, work and learn together
  • Is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do
  • Has a personal key person who makes sure each child makes satisfying progress
  • Is in a setting that sees parents as partners in helping each child to learn and develop
  • Is in a setting in which parents help to shape the service it offers.

Children start to learn about the world around them from the moment they are born. The care and education offered by [our/my] setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:

  • Prime Areas
    • Personal, social and emotional development.
    • Physical development.
    • Communication and language.
  • Specific Areas
    • Literacy.
    • Mathematics.?
    • Understanding the world.
    • Expressive arts and design.

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.

The Early Years Outcomes (DfE 2013) guidance sets out the likely stages of progress a child makes along their progress towards the Early Learning Goals. Our setting has regard to these when we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understanding they need for:

Personal, social and emotional development

  • making relationships;
  • self-confidence and self-awareness; and
  • managing feelings and behaviour.

Physical development

  • moving and handling; and
  • health and self-care.

Communication and language

  • listening and attention;
  • understanding; and
  • speaking.

Literacy

  • reading; and
  • writing.

Mathematics

  • numbers; and
  • shape, space and measure.

Understanding the world

  • people and communities;
  • the world; and
  • technology.

Expressive arts and design

  • exploring and using media and materials; and
  • being imaginative.

Learning through play
Being active and playing supports young children?s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We/I use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.

Characteristics of effective learning
We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:
playing and exploring – engagement;
active learning – motivation; and
creating and thinking critically – thinking.

We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.
Early Years Physical Literacy Framework support us to create an active and healthy environment ? move more sit less. Complying with the Obesity Plan 2016

Assessment
We assess how young children are learning and developing by observing them frequently. [We/I] use information that we gain from observations, as well as continuous information from home, photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we will ask you to contribute to assessment by sharing information about what your child likes to do at home and how you, as parents, are supporting their development too.

We make periodic assessment summaries of children?s achievement based on our on-going development records. These form part of children?s records of achievement. We undertake these assessment summaries at regular intervals, as well as times of transition, such as when a child moves into a different group or when they go on to school.

The progress check at age two
The Early Years Foundation Stage requires that [we/I] supply parents and carers with a short-written summary of their child?s development in the three prime areas of learning and development – personal, social and emotional development; physical development; and communication and language – when a child is aged between 24 – 36 months. [Your child?s key person is responsible for completing/I complete] the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

We keep a record of achievement for each child. Your child’s record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child’s key person will work in partnership with you to keep this record. To do this you and [she/he/I] will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress. Together, we will then decide on how to help your child to move on to the next stage.

We maintain the ratio of adults to children in the setting that is set by the Safeguarding and Welfare Requirements. We also have volunteer parent helpers, where possible, to complement these ratios. This helps us to:

  • Give time and attention to each child;
  • Talk with the children about their interests and activities;
  • Help children to experience and benefit from the activities [we/I] provide
  • Allow the children to explore and be adventurous in safety.

Your children’s education and wellfare are our main priorities

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