Newly refurbished Nursery

Our newly refurbished Nursery provides a nurturing and stimulating environment for children aged two, three and four.

Provision is adapted carefully to reflect children’s age and stage of development. Our youngest children need secure relationships, familiar routines, sensory exploration and space to develop physically. As children progress through Nursery, the environment supports increasingly sustained play, richer language, early reading and writing, mathematical thinking and growing independence.

Nursery provision supports:

• communication and conversation
• stories, songs and rhymes
• imaginative and role play
• small-world play
• construction
• early mathematics
• mark-making and early writing
• creative exploration
• sensory investigation
• fine-motor development
• personal, social and emotional development
• increasing independence

Adults observe, interact and teach within the environment. They introduce vocabulary, model skills and help children connect new learning with what they already know.

[Add Nursery environment photograph gallery here.]

Suggested photographs:

• an overview of the refurbished Nursery
• the two-year-old learning environment
• three- and four-year-old provision
• reading and storytelling
• construction and investigation
• creative and sensory learning
• purposeful adult interaction
• children learning independently

Newly refurbished Reception

Our newly refurbished Reception environments support the increasing knowledge, independence and concentration children develop during their first year of school.

Children receive systematic teaching in phonics, reading, writing and mathematics while continuing to learn through practical exploration and purposeful play.

Reception provision allows children to apply taught knowledge through:

• reading and storytelling
• writing and mark-making
• mathematical investigation
• role play
• construction
• small-world learning
• art and design
• scientific exploration
• collaborative problem-solving
• physical development
• imaginative play

Resources are enhanced in response to current curriculum learning. This allows children to revisit knowledge, practise skills and make connections between adult-led teaching and independent activity.

[Add Reception environment photograph gallery here.]

Suggested photographs:

• an overview of each refurbished Reception classroom
• reading and phonics
• early writing
• practical mathematics
• construction and problem-solving
• wider curriculum investigation
• creative learning
• children working collaboratively

Purposeful continuous provision

Continuous provision describes the carefully organised areas and resources children can access regularly.

It gives children opportunities to:

• make choices
• revisit taught knowledge
• practise new skills
• apply learning in different situations
• develop their own ideas
• communicate and cooperate
• solve problems
• become increasingly independent

Continuous provision is planned with the same care as adult-led teaching.

Staff consider:

• what knowledge children are expected to learn
• which vocabulary should be introduced and revisited
• how children can practise taught skills
• which resources will support exploration
• how adults will interact
• how the provision should be adapted
• what children need to experience next

The content of the environment changes as children’s curriculum knowledge develops, while familiar organisation helps children remain confident and independent.

An extension of the classroom

Our outstanding outdoor learning areas are central to the Waterloo Early Years experience.

Outdoor learning is not simply playtime or an opportunity for children to use up energy. It is a carefully planned extension of the indoor curriculum.

Outdoors, children can explore ideas on a different scale and in ways that are not always possible inside.

Children have opportunities to:

• run, climb, balance and develop coordination
• build and construct on a larger scale
• transport, arrange and combine materials
• investigate water and natural materials
• observe plants, animals and weather
• notice seasonal change
• explore movement and forces
• develop spatial awareness
• solve practical problems
• cooperate and negotiate
• develop confidence and resilience
• take carefully managed risks
• revisit reading, writing and mathematics in meaningful contexts

Adults use the outdoor environment purposefully. They model vocabulary, introduce challenges, encourage observation and help children explain what they notice.

[Add Early Years outdoor-learning gallery here.]

Suggested photographs:

• Nursery children learning outdoors
• Reception children learning outdoors
• physical development
• large-scale construction
• natural-world investigation
• collaborative play
• outdoor reading, writing or mathematics
• seasonal learning

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Learning from the natural world

Regular contact with nature helps children understand change, growth and the living world.

Children are encouraged to notice and discuss:

• weather
• seasonal changes
• plants
• animals
• natural materials
• light and shadow
• growth and decay
• similarities and differences
• how environments should be cared for

Adults introduce accurate language and encourage children to observe closely, ask questions and make predictions.

Experiences are revisited throughout the year so that children can see how the natural world changes over time.

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Managed risk and challenge

Children need opportunities to test their abilities and develop an understanding of safety.

Within carefully supervised environments, children learn to:

• judge what their bodies can do
• approach physical challenges
• use tools and equipment appropriately
• recognise possible hazards
• make increasingly safe choices
• ask for help
• persevere
• recover when something does not work

Adults assess risk carefully while avoiding unnecessary restrictions on exploration.

The aim is to help children become confident and capable—not fearful or reckless.

Learning beyond everyday routines

Children build knowledge when they encounter people, places, objects and experiences beyond those they already know.

Our Early Years curriculum includes first-hand experiences which bring learning to life and give children something meaningful to talk, read and write about.

Depending upon children’s age and the current curriculum, experiences may include:

• educational visits
• visitors to school
• exploring the local community
• observing nature and seasonal change
• growing and caring for plants
• food preparation and cooking
• music and live performance
• drama and storytelling
• cultural and religious celebrations
• practical science and investigation
• creative workshops
• opportunities to meet people with different roles and occupations
• whole-school events and celebrations
• sharing learning with families

These experiences are planned for their educational value. Staff identify the knowledge and vocabulary children should gain before, during and after each experience.

Visits and visitors

Visits and visitors allow children to encounter places, people and experiences that cannot be recreated fully within the classroom.

Before an experience, children may:

• discuss what they already know
• learn important vocabulary
• share stories or information
• ask questions
• consider what they might see or do

During the experience, adults help children notice, communicate and make connections.

Afterwards, children revisit the experience through:

• discussion
• drawing
• writing
• storytelling
• role play
• construction
• creative work
• further investigation

This helps an enjoyable event become lasting curriculum knowledge.

Reception visit to Imagine That!

Reception children visit Imagine That! in Liverpool as part of their wider Early Years experience.

The visit provides practical and playful opportunities to explore scientific ideas through:

• observation
• prediction
• investigation
• materials and change
• movement and forces
• sensory exploration
• problem-solving

The experience supports children’s natural curiosity and gives them shared knowledge and vocabulary which can be developed further at school.

Celebrating people and communities

Our curriculum helps children understand that families, communities, cultures and beliefs are diverse.

Children encounter carefully selected stories, objects, music, art, visitors and celebrations which help them learn about:

• their own identity and experiences
• other families and ways of life
• different cultures and traditions
• faiths and worldviews
• similarities between people
• respectful differences
• belonging and community

Celebrations are approached thoughtfully and placed within a wider curriculum. Our aim is to build genuine knowledge and respect rather than offer isolated or tokenistic activities.

Our SHINE values—particularly Honesty, Inclusion and Nurture—support children in understanding how we treat one another.

Creativity and performance

Children need opportunities to encounter music, art, stories and performance as well as create their own.

Across Early Years, children may experience:

• singing and musical performance
• rhythm and movement
• dance
• drama and role play
• storytelling
• painting and drawing
• modelling and sculpture
• design and construction
• sharing work with an audience
• seasonal or community performances

Adults introduce children to new techniques, vocabulary and cultural experiences. Children are then given opportunities to practise, make choices and develop their own ideas.

[Add creative and performance gallery here.]

Cooking and food experiences

Where cooking or food preparation forms part of the planned curriculum, children develop knowledge and skills across several areas of learning.

They may learn to:

• follow a simple sequence
• measure and count
• describe texture, smell and taste
• observe materials changing
• use tools safely
• understand hygiene
• communicate and cooperate
• learn about foods from different cultures
• make healthy choices

Allergies, dietary requirements, medical needs, cultural requirements and family permissions are considered carefully before food activities take place.

Inclusion from the outset

Inclusion is considered when an experience is first planned—not after arrangements have already been made.

Children with SEND, medical needs, sensory differences or physical needs are supported to participate through reasonable adjustments.

These may include:

• additional preparation
• visual information
• familiarisation with a place or activity
• adapted transport or access arrangements
• additional adult support
• alternative communication
• sensory or regulation resources
• a carefully adapted timetable
• medical or personal-care planning
• a quieter or alternative way to participate

Children accessing specialist provision remain full members of the Waterloo community. Purposeful opportunities to participate in Early Years and whole-school experiences are planned around children’s needs and interests.

We work with families to understand what will help their child participate safely and successfully.

The cost of visits

We want all children to benefit from Waterloo’s educational visits and experiences.

Where families are invited to make a contribution, arrangements will be explained clearly. Families entitled to benefits-related free school meals will be asked to make a reduced contribution where appropriate—or no contribution where this can be supported.

No child will be treated differently because their family is experiencing financial difficulty. Families are encouraged to speak confidentially with the school if cost may present a barrier.

Safety and safeguarding

Children’s safety and wellbeing are central to all visits, visitors and practical experiences.

Activities are planned and risk assessed appropriately. Staff consider:

• supervision
• travel
• access
• medical needs
• allergies and food safety
• SEND and reasonable adjustments
• personal care
• communication
• emergency arrangements
• photography and consent
• collection arrangements where relevant

This planning allows children to participate confidently while risks are managed responsibly.