Hambrough Primary and Nursery School

Nursery for children aged 3 – 4 years old.

Reception for children aged 4 – 5 years old.

At Hambrough Primary School, our Early Years Foundation Stage provides a secure, nurturing and ambitious start to school life. Our provision reflects the statutory Early Years Foundation Stage Framework and is shaped by best practice outlined within the Ofsted inspection framework.

We place a strong emphasis on children’s emotional security, language development and independence. Consistent routines, high quality adult interaction and a carefully planned environment ensure children feel safe, confident and ready to learn.

At Hambrough Primary School, we recognise that all children develop at different rates and learn in different ways. Our approach is rooted in the core EYFS principles:
• Every child is unique and capable
• Children learn through positive relationships
• Children learn best through active, play-based experiences
• Learning and development are carefully sequenced and responsive

 

Our EYFS curriculum is ambitious and inclusive. It is designed to ensure all children, including those with SEND or limited prior experiences, make strong progress from their individual starting points.

By the end of EYFS, children will:
• Communicate confidently using a wide vocabulary
• Regulate their emotions and build positive relationships
• Demonstrate independence and resilience
• Develop secure foundations in early literacy and mathematics
• Be well prepared for the transition into Key Stage 1

The curriculum is structured around the seven areas of learning, with priority given to the prime areas which underpin all future learning.

Prime Areas:
• Communication and Language
• Personal, Social and Emotional Development
• Physical Development

Specific Areas:
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

Learning in EYFS is delivered through a balance of adult-led teaching and well-planned continuous provision, both indoors and outdoors.
Teaching is purposeful, responsive and shaped by ongoing assessment. Adults prioritise high-quality interaction, modelling language and extending children’s thinking.
Children should be displaying the characteristics of effective learning every day and in order to make this possible, children are given plenty of time in which to lead their own learning through play and exploration. During these periods, children are able to pursue their own interests in an enabling environment supported by skilled staff, enabling them to benefit from the most meaningful learning opportunities. We regularly collect information from home about children’s interests and achievements and ensure our learning environment and planned activities reflect this.

At Hambrough, we follow a charted curriculum which builds on previous learning and a progression of skills throughout a child’s time in the Foundation Stage enabling them to explore and discover the world around them. This is created through a balance of teacher-led, teacher-directed, child-led and child-initiated activities.

The role of the adult is very important in our Early Years, Adults take the teaching to the child, supporting or extending their learning. This teaching takes many forms, including communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges.

At each stage of the Foundation Stage, adults lead group sessions a number of times throughout the day, in order to introduce or teach key concepts, knowledge or skills. Sessions are planned in advance but are very flexible depending on children’s progress, interests, understanding and any misconceptions that arise. These sessions also give children the opportunity to learn how to participate in group discussions, listening and speaking at appropriate times. Phonics is taught daily by trained staff, using Essential letters and sounds, a systematic, synthetic phonics program. In Nursery, Phase 1 phonics is taught which ensures early listening and attention skills, phonological awareness are secure before moving children on to ELS Nursery sessions in the Summer Term before they start in Reception. 
Assessment is formative and ongoing, informing next steps and ensuring teaching meets children’s needs.
 

We value strong partnerships with parents and carers and recognise their role in supporting children’s learning and development.

We support transition through:
• Induction meetings and stay-and-play sessions
• Nursery to Reception transition activities
• Clear communication about routines and expectations
• Opportunities for parents to share information about their child

These systems ensure children settle quickly and feel secure within the EYFS environment.

We are delighted to be able to offer both 15 hours and 30 hour placements for children aged 3 and 4 years old. We are able to offer 30 hour places subject to eligibility and availability. 

Morning sessions are from 8:45am to 11: 45am.

Afternoon sessions are from 12:45pm to 3:45pm.

We welcome children to join us on the first new term after their third birthday.