
Baby and Toddler rooms (3mths to 23 mths)
“Babies are engaged in a range of experiences to support learning and development. Practitioners understand how to support this stage of development, modelling accessible language, using song and rhyme, and planning for activities which involve all the senses”.
“The well-established key person is evidently effective in helping babies form close attachments with practitioners”
Practitioners sensitively support babies in developing skills and independence such as crawling and walking
Nursery Room (24 mths to 35 mths)
“A range of experiences support children’s learning across all areas”
“A well planned adult led activity supports children’s developing fine motor skills, and is interesting and well-paced which keeps the children engaged and motivated”
“Children are highly engaged in a range of interesting experiences to support learning across all areas”
“Practitioners provide a good model for more complex language and concepts, and differentiate this well according to children’s stage of development”.
“During play practitioners promote mathematical development well – exploring numbers and quantities”
“There are interesting opportunities for early writing for a purpose across the environment”
“Children’s independence and self-care skills are well encouraged”.
Pre-school Rooms (36 mths +)
“A range of experiences support children’s learning across all areas”
“A practitioner supports children’s understanding of number and sequencing through a playful activity which keeps children engaged”
“Children’s independence and self-care skills are well encouraged”
“Displays around the room evidence the range of rich learning experiences the children are involved in”.
“The environment is organised to promote learning across all areas with a range of interesting resources”.