At Mary’s Pre-school, we know that to provide the best for your children, we need to work in partnership with you, the parents. From you, we learn anything that might help us better to care for your child and how to ensure s/he engages in our activities and settles quickly.  To do this, we nominate a key person as your individual contact.  This person will make sure that, within the day-to-day routine, each child feels individual, cherished and thought about whilst they are away from home – and that person will be able very quickly to identify any concerns about your child.

Day to Day

Every day, parents will receive information from their key person about their child’s day. If there is a problem resulting from family circumstances, we can work with you to address any issues, such as we found with Leyla’s Story to help her and her family cope with their grief. Or with Cece's Story who had an abusive partner and whose past relationship was affecting her daughter.

These are extreme situations but it’s important to know that, at Mary’s Pre-school, you are not alone in helping to give your child a springboard to the next few years.

For many children, our nursery will be their first experience of a structured setting with carers or teachers and groups of other children. It’s a huge opportunity for children to learn to share and follow instructions but it can be confusing. At Mary’s, we understand how children develop and learn and have developed a programme of activities, indoors and outdoors, individual and group to encourage children to explore individually or in a group with their friends.  Every morning, the room is set up with a range of activities to encourage all our children to explore something new.

The plan of activities is posted for each week on our noticeboard in the Pre-school room.  Through the session planning, we ensure that Early Learning Goals are covered as part of the Early Years Foundation stage – following the government curriculum.

Parents are also able to download our assessment app, 'Capture' to keep up to date with their child’s progress and be a part of the planning cycle.

Pre-school Stories

Key Themes

A structured environment helps young children learn to make friends and play well with others. This doesn’t mean there are lots of rules or that adults constantly direct children’s activities. On the contrary, the structure is largely invisible to children. All our space is organised to encourage social interaction and creativity and minimise congestion and conflicts.

Young children learn social and emotional skills through experiences - and our carers/teachers make time for those moments when they can help children learn to manage frustrations or anger.  At Mary’s Pre-school, we know how important it is for children to notice the effect their behaviour has on other children.

And we know how important ‘play time’ is in feeding curiosity and imagination.   For example, a ‘pretend shop’ can help children to practise many social and cognitive skills as they assign roles to each other, figure out categories of different products and how to organise them, make signs to label them; help their ‘customers’ to select what they need; and take ‘money’ for merchandise.

As for independence, at Mary’s Pre-school, we know that our children’s sense of self-worth grows as they learn to take care of themselves and help others. Each of our children has an individual coat hook where they keep their outdoor things; each is offered chances to help out in the nursery; each is expected to put away toys before moving to a new activity; each can choose from a varied range of focused activities, some of which are differentiated by age and ability, which is particularly important for children preparing to enter Reception classes.  Our young children are on the move for a good part of the day; running, climbing, playing games - activities to build their hand-eye coordination and balance.

How do I Apply

Explore Pre-school