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Green Apples’ is our next transition room after Blossoms, along with ‘Red Apples’. Children can start in Green Apples at any age, although we generally start at two years nine months. Children can claim three and four year old funding (free entitlement) the term after their third birthday. In addition to this, your child may be eligible for pupil premium.


Please see Fees and Funding for more details and eligibility criteria.


In ‘Green Apples’ we follow the ‘Early Years Foundation Stage’, which continues into the reception year at school. Our approach is slightly different to ‘Red Apples’ in that we are an outside classroom. Many of our resources and equipment are open ended and set up to inspire thought provocations with the children.


Our classroom will strive to create:


•A warm, welcoming home-like environment that promotes secure, respectful and reciprocal relationships.


•A vibrant and flexible environment that is rich in choices and provides dynamic opportunities for learning as individuals and as part of a group.


•Opportunities to undertake collaborative group work and projects inspired by children’s interests and/or family interest, community or educator initiation.


•Opportunities for children to develop independence through everyday routines.


•An environment that is safe and promotes exploration, discovery, challenge and understanding of our natural and physical worlds.


•An environment that builds high self-esteem and self-worth.


•An environment and curriculum that promotes holistic development and high expectations for children across all developmental areas through intentional teaching and spontaneous learning.


•Opportunities for children to express their knowledge and understanding through each of their “100 languages” e.g. art, music, story, drama, construction etc.


•Respect for diversity by acknowledging the cultural backgrounds, languages, values and contributions of all families in the nursery and the surrounding community.


•Opportunities for children, families and educators to develop cultural competence by promoting positive attitudes, learning and developing communication skills and interactions across diverse cultural groups.


•Opportunities for children, families and educators to share their ideas, knowledge, skills, culture, language and experiences with the nursery through regular communication, involvement in the setting and  curriculum development.


•Partnerships with families in all aspects of their child’s development including working with families to develop and evaluate goals for their child.


•Ongoing records of children’s development and assessment through learning journals, project documentation, samples of children’s work and reflections on children’s goals.


•An environment that promotes positive behaviours and relationships between children and others.


Our aim for your child…




“….a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream.” (Loris Malaguzzi, founder of the Reggio-Emilia method)


We believe children are born with an amazing potential and wide range of abilities, by engaging them in a co-constructed curriculum that makes learning enjoyable. We ensure that all the right building blocks are in place to help your child reach his/her full potential.


In the words of the great cartoon character and philosopher Buzz Lightyear, we want your children to “reach for the stars”!!


For this to happen, a positive and engaging learning environment is vital.


The Reggio approach explained:

Our potential stretches as far as our imaginations – but only if we are given the confidence to take it there.


The approach values children’s contributions equally with those of educators. Children and staff are both seen as educators and researchers exploring the world and relationships together to create a fun-filled and dynamic learning experience for both them and us! The Reggio Emilia approach pays close attention to the relationships that children share with their environment, family, peers and teachers. It is to co-construct the curriculum with the children and their families to stimulate a free and open-sourced style of learning.


The approach encourages both children and teachers to brainstorm and discuss topics of interest. Children are encouraged to develop skills in problem solving, hypothesising, critical reflection and collaboration. They will be asked to document their ideas, knowledge and understanding in a variety of ways.


The Reggio Emilia Approach will ensure your child continues to make good progress within the Early Years Foundation Stage (2014)


The role of the staff member:

Our staff team consists of only passionate and driven individuals who strive towards developing the bright minds of tomorrow. We’ll work hand-in-hand with you to develop suitable goals for your child. All staff undergo monthly staff meetings, regular training & professional development courses so that their skills are always at the highest possible standard.


We strongly believe that it is our role to inspire children and to engage them in a love of learning that becomes an integral part of their ongoing lives.


We aim to lead the way on how to engage children in meaningful and real learning opportunities that will enhance their lives and support your children to reach their highest potential.


Children are the constructors of their knowledge and this should be guided by skilled and knowledgeable educators who work collaboratively with the children to pursue their interests, within a rich and supportive learning environment that emphasises the free exchange of ideas between children and educators.


Educators will complete a ‘Tapestry’ learning journal for each child outlining the week’s highlights and projects. Feel free to write a comment back so staff can include your input into your child’s records. Please see the page to tapestry to find out more.


The third educator

We refer to the environments surrounding the children as the ‘third educator’, as it plays a major role. Fun environments stimulate children’s minds and capture their imaginations, engaging them in learning, creating and socialising. We emphasise on attractive colours, lights, designs, and make use of natural and man-made resources and organise the environment for children to be independent.

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