Nursery - 3 & 4 Year Olds
Welcome to Richmond Hill Nursery 3's
Who are we?
Richmond Hill Nursery 3's is open to children from the term after their 3rd birthday until the term after their 4th birthday when they move into Reception.
Places are available for the 15 hours Funded Education and 30 hours Funded Education as well as for those paying fees who are not eligible for the full 30 hours.
We operate term time only in line with the school days.
Session times: 9am - 12pm and 12pm-3pm
Session costs: Funded places or £13.50 per session.
Lunches: School lunch can be ordered (on SCHOOL MONEY) at £2 per day or parents can provide packed lunches.
For more information regarding Funded Education for 3&4 year old's please follow the link below:
https://www.cumbria.gov.uk/childrensservices/childrenandfamilies/cfis/freeearlyyears.asp
To see if you are eligible for 30 hours funding please follow the link below.
https://www.childcarechoices.gov.uk/ scroll down to the 30 hours section. This is where you can apply for the 30 hour code which needs to be given to school admin each term.
Meet the Nursery 3's Team!
Class Teacher: Miss O'Neil
Teaching Assistant: Miss Wilkinson
We work very closely within our Early Years team so you also may see:
Mrs Barton, Miss Wilson, Mrs Little, Miss Hardon, Mrs Kyffin, Mrs Scott
Our routine is very flexible and very much based on the children's needs and interests following the children's interests to plan our curriculum. However, as we feel it is very important to establish routines we have a very flexible timetable which is as follows...
- Welcome and Self Registration
- Free Play/In the moment Planning
- Snack time
- Outdoor Play (we make the most of our outdoors at all times)
- Home or Lunch
Toileting is carried out as and when needed and we understand that these needs will be different for each child.
We will often be outside for most of our session. The benefits of outdoor learning and exploration are huge.
Tapestry Learning Journal
Continuing on from Nursery 2's and through to the end of the Reception Year your child will have an online learning journal. For this we use a provider called Tapestry see https://tapestry.info/ for more information.
Tapestry allows us to capture some of the most precious moments from your child's day which otherwise we may not have been able to share with you. It allows us to record and track your child's learning and assess this against the Early Years Outcomes which then allows us to plan for further progression.
We also find Tapestry is an excellent way for you to be able to share some of the learning that your child has been doing at home and encourage parents to access it and upload information as often as possible.
Parents are a child's first and most important educators and when we work together the possibilities are endless.
What is a Key Worker?
Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff with responsibilities for a small group of children who helps those children in the group feel safe and cared for. The role is an important one and an approach set out in the EYFS which is working successfully in settings and in Reception classes. It involves the key person in responding sensitively to children’s feelings and behaviours and meeting emotional needs by giving reassurance, such as when they are new to a setting or class, and supporting the child’s well-being. The key person supports physical needs too, helping with issues like nappy changing, toileting and dressing. That person is a familiar figure who is accessible and available as a point of contact for parents and one who builds relationships with the child and parents or carers.
Records of development and care are created and shared by the key person, parents and the child. Small groups foster close bonds between the child and the key person in a way that large groups cannot easily do. These groups allow the key person to better ‘tune into’ children’s play and their conversations to really get to know the children in the group well. Children feel settled and happy and are more confident to explore and as a result become more capable learners.