The Toddler Room
We value all babies and children as individuals and want to help them discover that learning is interesting and fun
We know that choosing the right nursery for your child is of paramount importance to you and share your priority which is to give them the best possible start. We have many years experience of working with parents and children. Our aim is to understand and accommodate your requirements and to meet your child’s needs. They will flourish in our loving home-from-home environment that encourages exploration and investigation through play.
Key Person-We take great care to help babies and toddlers settle into nursery. To assist this, we allocate a member of staff or ‘key person’ to your child. This ‘key person’ will build a special relationship with them and help to meet their needs while they are in our care. They will offer security, reassurance and continuity (they will often be the one to feed, change and soothe your child) and are in the best position to understand individual needs. The ‘key person’ will be someone for you to share information with about your child’s time in nursery. They will help them to develop relationships with other members of staff. When they are ready to move into the next room, for instance, from the baby to toddler room, their ‘key person’ will be there to help them, and you, develop a relationship with, and confidence in, their new ‘key person’.
Observation-Our skilful and perceptive staff take the time to observe and understand your child’s individual needs and interests so that play opportunities, resources and interactions can be planned and provided appropriately for their stage of development.
Learning and Environment – We use the Early Years Foundation Stage (EYFS) framework to guide what we provide for them so that they will become strong, healthy children who are competent learners and skilful communicators. We foster your child’s curiosity about their environment. In our care your baby or toddler will learn through interaction with people and active exploration of the world around them through touch, sight, sound, smell and movement. They will quickly develop confidence, skills and knowledge and discover that learning is interesting and fun.
Environment – We have designed our environments to be both cosy and stimulating. The resources, furniture and equipment we provide have been carefully chosen to ensure that they are of the highest quality. All resources are attractive, accessible and displayed in a way that invites your child to investigate, explore and develop sensory awareness. We offer a wide range of experiences in clearly defined areas of the nursery including sand, water and paint to help stimulate their creativity and develop independence. Cosy areas of the nursery are reserved for stories, rhymes and songs. Carpet, mirrors and wooden toys enhance tactile and visual stimulation, and our environment is designed to encourage physical skills such as crawling, sitting, standing and walking. The babies in our care are introduced to discovery play including treasure baskets that contain a mixture of natural materials that differ in feel and texture.
Partnership with parents– Throughout your child’s time with us, we will document their journey of learning and development in their ‘ Learning Journal’. This is unique to them and enables us to discuss our observations with you and offers you the opportunity to give us feedback on how your child is developing at home. Sharing information between home and nursery is useful for parents and staff as it provides a complete picture of your child’s learning and helps us to tailor our nursery programme to the best effect.
What to expect when you first visit the Toddler Room
The Environment
• Provides a wide collection of opportunities for toddlers to explore investigate and learn in a safe, stimulating place.
• Encourages toddlers to paint, draw and engage in a wide range of creative activities, and in quieter moments there is time to look at books or complete jigsaws.
• Promotes independent learning, social skills and personal development essential for all toddlers.
• Ensures toddlers can have the opportunity to rest if necessary, sleeping on comfortable sleep mats or in cots.
• Takes account of the physical developmental needs of a toddler through using the indoor and outdoor environment.
The Staff
• The staff team works closely together and with parents’ support to care for your child’s individual needs.
• The staff are experienced, with a variety of skills and qualifications to meet the needs of the toddlers.
• Up to the age of two the ratio of staff to children is one to three after which it rises to one to four.
The Routine
• The day is structured but flexible to meet the individual needs of toddlers. Indoor and outdoor experiences are planned offering a wide variety of opportunities.
• The routine encourages children to socialise with others and experience small groups as well and exploring and investigating toys and activities alone or with a supportive staff member.
Dropping off and picking up your toddler for the first time
Settling In
To help your child feel less apprehensive about being left in the nursery, we a ‘settling-in period’ with you, a week or two before your child’s first proper day. This could be for a couple of hours, half a day, or a few short visits over a week, depending on the child. This experience prepares you for the first occasion you leave your child at the nursery, ensuring a less fraught time for you both!
On Arrival
When you drop off your child the nursery team will be ready to give your child a cuddle to ensure that they are feeling secure and safe on your departure.
Reassurance
You will be invited to call us during the day for an update about how your baby has settled in.
What you should bring
• Spare nappies
• Nappy cream
• Comforter
• Expressed breast or formula milk
• Change of clothes for the time of year – including vest, shirt, trousers and socks.
• Coat, hat and gloves
• Sun cream/ sun hats
• Any special creams that need administering
Moving to Pre-school room
Now your child is approaching 3 years of age, they are ready to start in the preschool room. The children will already be familiar with adults and rooms of the preschool room but as child care practitioners we want ensure a smooth transition from room to room.
To ensure we do this effectively we firstly:
• Meet with the parents to liaise with them about their child moving up to the next room
• Establish who the child’s new key worker will be and introduce them to the child and parent.
• Show parents around the room if they have not yet seen it. Explain the routine to them.
• Before the child moves through to the next room, they have visits in order to familiarise themselves with the staff, children and the daily routine
• Visits are introduced over a period of a month, depending on each individual. Visits start off with an hour with their key carer also present in the room to help them to feel safe and secure. This is increased throughout the weeks to allow the child time to get used to their new room.
• We encourage children to move up with another child nearest to their age so that they have someone familiar in their new room.
• Staff are to liaise with each other about the child’s routine, likes, dislikes, health issues and general information. A transition form is to be filled out so that the child’s new key carer has a record of this.
Meal Times
Our Food
• Is freshly cooked on our premises.
• Is healthy and well balanced, including fresh fruit or vegetables at main meals and no added salt. 
• Caters for individual needs – we will discuss your child’s eating habits with you and any special dietary requirements or food allergies are displayed in the kitchen.
Our Staff
• Sit and eat their meal with the children, providing a family atmosphere and encouraging conversation and good manners.
Our Children
• Are encouraged to feed themselves. We start with finger foods and older children are given child size cutlery and taught how to use it.
• Learn necessary skills for eating together, including taking equal portions and good manners.
• Are encouraged to eat at their own pace and to try new foods, but are not expected to eat any foods they don’t like.
