Joining our two-year-old provision

Children may normally join Waterloo Nursery from the term after their second birthday, subject to availability.

For many two-year-olds, starting Nursery may be their first regular experience away from their family. We therefore place particular emphasis upon secure relationships, responsive care and familiar routines.

Transition may include:

• an initial conversation with parents or carers

• information about the child’s routines and preferences

• a home or previous-setting visit where appropriate

• opportunities to visit Nursery

• meeting familiar adults

• an agreed settling arrangement

• sharing medical, dietary or personal-care information

• additional preparation for children who require it

Parents and carers are encouraged to tell us how their child communicates, what comforts them, what they enjoy and what may cause worry or distress.

Children do not need to be toilet trained before joining Waterloo Nursery. Staff work sensitively with families to support personal care, toileting and growing independence in a way that respects each child’s dignity and developmental stage.

Joining our three- and four-year-old Nursery

Children may join our three- and four-year-old provision from the term after their third birthday.

Some children move through from our two-year-old provision, while others join Waterloo from home, another nursery or a childminder.

Where a child already attends Waterloo, Nursery staff share their current knowledge, successful routines and support strategies. Children are helped to become familiar with any changes in adults, expectations or environment.

For children joining Waterloo for the first time, transition may include:

• meetings or conversations with families

• liaison with a previous setting

• Nursery visits

• opportunities to meet key adults

• an individual settling plan

• additional visits where needed

• sharing records and assessment information with consent

We want every child’s previous learning to be recognised and built upon.

Your child’s key person

Each child in Nursery is supported by a key person.

The key person helps the child:

• develop a secure relationship

• settle into Nursery

• become familiar with routines

• communicate their needs

• participate in learning

• develop relationships with other children

• feel known and understood

The key person also develops a close working relationship with the child’s family.

Although the key person has particular responsibility for knowing the child well, all members of the Nursery team contribute to children’s care, learning and development.

Families will be told who their child’s key person is when their child starts.

Applying for Nursery

Applications for Waterloo Nursery are made directly to the school.

Application forms can be obtained from the school website or office and returned to:

admin@wps.mvlt.co.uk

When a place is offered, families receive confirmation of:

• the agreed session pattern

• the proposed start date

• any required evidence

• funding-code requirements

• the deadline for accepting the place

• transition and induction arrangements

Nursery serves children aged two, three and four. Funded and paid places are available subject to eligibility, availability and the requested session pattern.

Please visit our Nursery Admissions and Fees page for full details.

Applying for a Reception place

Reception applications are made through the local authority where the child lives.

Families living in Sefton apply through the Sefton Council coordinated admissions process. Families living in another local-authority area should apply through their home local authority, even if Waterloo is their preferred school.

Attending Waterloo Nursery does not provide an automatic right or priority for admission to Reception. Families whose children attend our Nursery must still submit a separate Reception application.

Please visit our Admissions page for current deadlines, application links and Waterloo’s admission arrangements.

Visit Waterloo

We warmly welcome prospective families to visit Waterloo before applying for a Reception place.

Reception tours are available during September, October, November and December. They provide an opportunity to:

• meet members of the school team

• see our newly refurbished Reception classrooms

• explore our outstanding outdoor learning areas

• learn about our curriculum

• ask questions about starting school

• understand Waterloo’s inclusive approach

To book a place on a tour, please contact the school office:

Telephone: 0151 928 4274

Email: admin@wps.mvlt.co.uk

Preparing to start Reception

Once places have been confirmed, we begin getting to know our new children and families.

Our transition arrangements may include:

• welcome information for families

• opportunities to visit Reception

• meetings with Reception staff

• liaison with Waterloo Nursery

• communication with other nurseries or childminders

• information from parents and carers

• additional visits for children who need them

• transition photographs or booklets

• familiarisation with routines and environments

• planning for medical, personal-care or additional needs

Children joining from Waterloo Nursery are already familiar with the wider school, but their move into Reception is still planned carefully.

Children joining from another setting receive the same warm welcome and are helped to develop a sense of belonging.

School readiness is not a test

Children do not all begin Nursery or Reception with the same knowledge, skills or experiences.

We do not expect children to arrive able to read, write or complete formal schoolwork. That is our job to teach.

The most helpful preparation focuses upon communication, confidence, relationships and growing independence.

Families can support children by helping them practise age-appropriate skills in a calm and encouraging way.

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Talking about starting

Speak positively and honestly about Nursery or school.

You might:

• talk about the adults who will help your child

• explain that you will leave and come back

• look at photographs of the setting

• practise the journey

• talk about simple routines

• read stories about starting Nursery or school

• allow your child to ask questions

• acknowledge that it is normal to feel excited, worried or both

Avoid promising that your child will never feel upset. Instead, reassure them that trusted adults will help and that you will return.

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Communication

Help your child develop communication by:

• talking together during everyday routines

• giving them time to respond

• listening to what they say

• expanding their words into fuller sentences

• singing songs and nursery rhymes

• sharing stories

• naming objects, actions and feelings

• encouraging them to ask for help

• playing games which involve listening and taking turns

If your child communicates using signs, symbols, gestures, an electronic device or another communication method, please share this with us before they start.

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Independence and self-care

Depending upon their age and needs, children can be encouraged to practise:

• washing and drying their hands

• using the toilet

• asking for help with personal care

• putting on and taking off a coat

• attempting fastenings

• putting on practical shoes

• recognising their own belongings

• using a cup and cutlery

• eating independently

• tidying away

• following a simple instruction

• making an appropriate choice

Children will still need help. The aim is to build confidence, not achieve perfection.

If your child requires support with toileting, dressing, eating, drinking or any other aspect of personal care, please speak to us. Personal-care needs will never be used as a reason to exclude a child from Early Years.

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Relationships and feelings

Families can help children prepare socially and emotionally by:

• naming and talking about feelings

• modelling calm ways to manage frustration

• playing simple turn-taking games

• encouraging children to ask before taking something

• helping them wait for a short time

• giving them opportunities to play alongside other children

• maintaining predictable routines

• celebrating effort and perseverance

• showing that mistakes are part of learning

Children develop these skills gradually and continue to be taught them throughout Nursery and Reception.

Children with SEND or additional needs

Some children need additional support to feel safe and participate successfully during transition.

This may include:

• extra visits

• shorter familiarisation visits

• photographs or a personalised transition booklet

• meeting key adults in advance

• environmental familiarisation

• visual routines

• accessible communication

• sensory or regulation support

• planning for medical or personal-care needs

• joint meetings with families and professionals

• sharing successful strategies from a previous setting

• adapting the child’s transition timetable

With family consent, we liaise with previous settings and professionals so that important information and successful support strategies move with the child.

SEND enquiries can be sent to:

senco@waterlooprimaryschool.co.uk

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Joining specialist provision

Waterloo has six commissioned specialist classes:

• five classes for children with autism

• one class for children with cognition and learning needs

Places in Waterloo’s specialist provision are arranged through Sefton Council’s local-authority processes. Families cannot apply directly to the school for a specialist placement.

Where a child is joining specialist provision, transition may include:

• meetings with the family

• liaison with the current school or setting

• professional information-sharing

• additional visits

• photographs and transition materials

• familiarisation with key adults

• planning for communication and regulation

• medical and personal-care planning

• carefully considered links with mainstream classes

Further information is available on our Specialist Provision page.

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Children with English as an additional language

Families are encouraged to continue speaking, reading and singing in the language they know best.

A secure home language supports relationships, identity and the development of additional languages.

Please tell us:

• which languages your child hears and uses

• how they communicate their needs

• how their name is pronounced

• important words or phrases used at home

• whether an interpreter would help with important meetings

Children are supported to develop English through warm relationships, play, stories, songs, visual prompts and repeated everyday language.

Learning more than one language is an asset.

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Medical and personal-care needs

Before a child starts, families must tell us about:

• medical conditions

• allergies

• dietary requirements

• prescribed medicines

• healthcare plans

• intimate-care needs

• feeding or drinking needs

• sensory needs

• mobility or access requirements

• any professional involvement

This allows us to plan safely and ensure that appropriate staff, training and arrangements are in place.

Please do not wait until the first day to share important medical or care information.

Parents and carers are essential partners

Parents and carers know their children best.

A strong partnership between home and school helps children feel secure and allows us to respond to their learning, development and wellbeing.

We ask families to share:

• children’s interests and achievements

• significant experiences

• changes in routines

• medical or dietary information

• concerns about learning or development

• changes in family circumstances which may affect the child

• successful strategies used at home

• questions about the curriculum or provision

In return, we share information about children’s:

• wellbeing

• relationships

• learning

• progress

• achievements

• next steps

• attendance

• additional support where applicable

Conversations should be respectful, honest and focused upon the best interests of the child.

Keeping in touch

Families receive information through:

• conversations with staff

• school letters and notices

• the school website

• parent meetings

• curriculum information

• workshops and family sessions

• Class Dojo

Short messages can often be shared at the beginning or end of a session. Longer or confidential conversations should take place through an arranged meeting so that staff can give the matter appropriate time and privacy.

Please ensure that the school always has current telephone numbers, email addresses, emergency contacts and collection information.

Learning Webs

Each half term, families receive a one-page Learning Web showing the main learning planned across the curriculum.

The Learning Web helps families understand:

• the stories and themes children will encounter

• important curriculum knowledge

• new vocabulary

• phonics and reading

• writing

• mathematics

• wider experiences

• simple ways to continue learning at home

The Learning Web provides an overview rather than a list of everything children will do. Teaching may be adapted in response to assessment and children’s needs.

Stay and Play sessions and family workshops

Across the year, we offer opportunities for families to spend time in our Early Years environments and learn more about how children are taught.

Sessions may focus upon:

• communication and language

• play and interaction

• phonics

• early reading

• writing and handwriting

• mathematics

• personal, social and emotional development

• supporting independence

• transition into Reception or Year 1

These sessions provide practical ideas which families can use at home without needing specialist resources.

Parent meetings and progress

Parents and carers receive regular opportunities to discuss their child’s progress.

These conversations may include:

• how the child has settled

• current strengths and interests

• communication and relationships

• reading, writing and mathematics

• wider curriculum learning

• attendance and punctuality

• additional support

• next steps

• how learning can be supported at home

Families do not need to wait for a scheduled meeting if they are concerned about their child. Please contact the child’s key person, class teacher or school office.

Communication and language

You can support communication by:

• talking about what you are doing

• giving your child time to answer

• asking open questions

• introducing new words naturally

• singing songs and rhymes

• telling and retelling family stories

• playing imaginary games

• discussing things you notice outdoors

• limiting background distractions during conversation

Rich conversation is more valuable than testing children with repeated questions.

Reading

Share books frequently and make reading enjoyable.

You might:

• let your child choose a book

• talk about the cover and pictures

• discuss characters and events

• predict what may happen

• retell a familiar story

• revisit favourite books

• visit the library

• read signs, labels and menus together

• model reading for pleasure

Reception families will receive guidance about Read Write Inc. and reading books matched to the sounds children have been taught.

Children benefit from rereading familiar books. Repetition builds confidence, fluency, understanding and enjoyment.

Early writing

Writing begins with talk, drawing and meaningful communication.

At home, children might:

• draw a picture and talk about it

• make a shopping list

• write a card

• add labels to a model

• create a sign

• make a simple map

• write their name

• tell an adult what to write

• practise Read Write Inc. sounds and letter formation as directed by school

Avoid correcting every attempt. Encourage children to communicate an idea and celebrate the knowledge they are using.

Mathematics

Mathematics is part of everyday life.

Families can help children by:

• counting objects

• singing number songs

• setting the table

• sharing food fairly

• spotting numbers outdoors

• looking for shapes

• building with blocks

• completing jigsaws

• comparing size and quantity

• noticing patterns

• talking about time and routines

• using words such as more, fewer, taller, shorter, heavier and lighter

• playing board games

Encourage your child to explain what they notice rather than asking only for a correct answer.

Play and exploration

Young children do not need expensive toys or formal worksheets in order to learn.

Valuable experiences include:

• playing outdoors

• building

• drawing

• dressing up

• singing

• dancing

• helping with cooking

• sorting household objects

• exploring water

• visiting the park

• collecting and discussing natural objects

• playing simple turn-taking games

• talking with family members

The most important resource is a responsive adult who listens, talks and shares the experience.

Online games and resources

Where we recommend an online game, video or resource, it will have a clear educational purpose.

Young children still need:

• conversation

• physical movement

• practical exploration

• books

• creative activity

• relationships

• sleep and rest

• opportunities to play away from a screen

Online activity should complement these experiences rather than replace them.

Transition from Reception into Year 1 is planned carefully.

Reception and Year 1 staff work together to share:

• children’s current curriculum knowledge

• phonics and reading progress

• writing development

• mathematical understanding

• successful teaching approaches

• communication strategies

• SEND and reasonable adjustments

• sensory or regulation support

• important information from families

Children are helped to become familiar with:

• Year 1 adults

• new classrooms

• routines

• expectations

• the organisation of the school day

The move into Year 1 is gradual and developmentally appropriate. Teaching develops from the strong foundations established in Reception rather than expecting children to adapt suddenly to an entirely different approach.

Where a child needs additional support, an individual transition plan may be agreed with the family.