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Playaway Day Nursery UK Ltd. Company Registration No: EY436849.

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stucture

Playaway Day Nursery is based on a family structure with a key person responsible for the care of children in mixed age groups. This allows children to play and learn from each other, with the older children helping younger ones to develop and progress just like they would at home.

Each child has access to their key person at all times and the family comes together at special moments in the day for small group activities and meal times.

The key person supports the children’s learning and documents individual development through photographs and observations. This ensures that learning opportunities are planned to meet the unique needs and interests of each child.

The nursery offers a free flow system which gives children the freedom to move around the different areas of the nursery at their own free will, allowing them to develop their own interests which can then be built on and encouraged by their key person.

 

Play & Learning

Overview of pedagogy & philosophy

 

Playaway Day Nursery is registered to care for and educate 33 children aged from four months to five years.  Its philosophy is underpinned through a humanist and socio constructivist approach particularly influenced by Malaguzzi and Vygotsky.

The pedagogy of Playaway Day Nursery is built on research and theory, taking influence from international, national, and local pioneering practice. Playaway Day Nursery embraces the Early Years Foundation Stage (DCSF, 2009), using the themes, commitments and principles, as a basis from which it’s philosophy has grown and developed.

Playaway Day Nursery is child centred, its practices stemming from children’s right to access the highest quality provision, both in and outdoors in which their individual needs are met holistically, through the key person approach and personalised learning.

Playaway Day Nursery is fully inclusive, children are integrated across all age ranges at key points in the day, whilst free flow play is implemented for the 2-5 year olds based within the upstairs learning environment  and the under two year olds based within the down stairs learning environment.  This integration encourages reciprocity and the opportunity for children to develop their learning alongside each others, sharing a range of skills, and abilities.

All of the equipment and furniture is of the highest quality and made of natural materials whenever possible.  Each of our individually designed areas allows children to explore and discover different interests.

 

Rooms

The creation of learning zones at Playaway Day Nursery allows the pedagogical strategies to be embedded within practice, and draws the principles, themes and commitments of the Early Years Foundation Stage to the forefront of our practice.

Learning is about being a researcher.  The young child is a builder of theories.  The young child learns by communicating and expressing their concepts and theories and by listening to others. (Rinaldi, 2002).

A rich enabling environment has been created, threading the areas of Learning and Development seamlessly throughout the nursery, and across all areas of continuous provision. Zones of learning have been created, in which continuous provision is enhanced to inspire, and challenge thought, leading to the co- construction of knowledge. Resources are carefully selected and offer open ended learning opportunities where children’s creativity can flow, and their critical thinking develop.  

Children are recognised as ‘active social agents’ and ‘meaning makers’ being active participants in their learning, making meaningful exchanges, reviewing their learning, and using documentation to aid their emerging theories, and construction of meaning.

The six areas of learning and development:

 

   Personal Social, and Emotional Development

   Communication Language

   Literacy

   Problem Solving Reasoning and Numeracy

   Knowledge and Understanding of the World

   Creative Development

   Physical Development

 

These areas are promoted throughout both the indoor and outdoor environments, no specific area of learning is focused upon in isolation, rather a recognition of the holistic nature of children’s development is taken, and learning zones identify and explore this, illustrating how provision and learning opportunities can be managed to cover many, if not all areas of learning and development coherently.

None of these areas of learning and development can be delivered in isolation from others.  They are equally important and depend on each other to support a rounded approach to child development.  All areas must be delivered through planned purposeful play, with a balance of adult led and child initiated activities. (DfES,2007, p.11).

 

 

The environment seeks to be aesthetically pleasing to the child, calm in approach through the use of calming colours and natural resources, the use of softened lighting, and music create an ambience for learning and communication.  

 

 

The quality of an environment is the result of many factors.  It is influenced by the shape of the spaces, the functional organisation, and the whole body of sensory perceptions (light, colour, acoustic and microclimatic conditions, tactile effects).There is no all encompassing logic that governs such perceptions.  Preferences in colour, touch, smell and light vary from individual to individual and are strongly influenced by subjective differences that can not be attributed to standard values common to all.  The environment therefore must be conceived as a multisensory place, not so  much in the sense of being simply rich in stimuli but having different sensory values so that each individual can tune in to his or her own personal reception characteristic, in other words, standard univocal solutions cannot be conceived for everyone. (Rinaldi, 2002).

 

 

Emotionally secure spaces are created for children to move from and return to, each key family has a base room, and acts as an ‘island of intimacy’ in which each key person and the children within their care share in a special key family time, meal times, and contain key family baskets which store children’s personal belongings and comforters, this base offers children a sense of belonging.  In addition to this nests and quiet spaces allow babies and young children to disengage and rest, thus enhancing levels of physical and emotional wellbeing.

 

 

Kaleidoscope mirrors, light tables, and infinity cubes offer an additional dimension to children’s investigations, providing a source of fascination, self discovery, and variety.

 

 

Mealtimes:

Playaway Day Nursery has its own in-house chef who prepares freshly made, nutritionally balanced meals on a daily basis. Menus are available at the nursery for parents to view at the start of each week (a sample menu is shown below). The nursery promotes free choice, encouraging the children to experience a diverse range of tastes and flavours.

 

Lunchtime is from 11.45am – 12.30pm. Fresh fruit and vegetables are on the menu every day. Where possible we use locally sourced products and no salt, sugar or artificial flavourings is added to food. We will of course cater for your child(ren)’s individual dietary needs, including cultural / religious diets, food allergies and intolerances. Children can bring in a packed lunch if preferred.

 

Tea is served at 03.45pm. Children can bring in a packed snack/tea if preferred.

 

We believe that mealtimes should be an enjoyable experience where good table manners and social skills will be encouraged.