Our Nursery
Philosophy and curriculum
Our Nursery – The children, their safety, their happiness and learning is at the heart of everything we do at Chuckles. We aim to develop good relationships with parents, as Parents know their children best and are the first teachers.
Starting nursery is a huge step for babies and parents. We know the first few years of a child’s life will impact on the rest of their life, so getting it right early is the best start you can give your child. The role of the key person to nurture their key child and secure firm secondary attachments will form the basis of your child’s journey and will be fundamental to their development. They will then thrive and learn whilst building life long friendships with other children, whom they will grow up with and learn from. All childcare providers are required to follow the early years curriculum.
Teaching and learning at Chuckles centres around individual children’s interests. Myself and my team recognise that each child is unique. We create bespoke, inviting and high quality activities and environments. We support and extend children’s learning giving them the best start.
Children learn through
ENRICHMENT ACTIVITIES
Daily outings to experience the world through the seasons and through forming links within their community at farms, community centres, the zoo, the local park or shops.
Where a Lifetime of
LEARNING BEGINS
We believe that your child’s early years education is one of the most important times in their life. At Chuckles, we think that children learn using their senses with lots of ‘messy play’. We value and nurture children’s curiosity, creativity and desire to make sense of the world. Rhymes are highly important for early speech. Show and tell. A time to value each child, promoting confidence and communication. Stories are magic…Reading and storytelling are the key to learning and they are an integral part of our daily activities.
Special Educational Needs and Disability (SEND)
Early years practitioners face a challenging task in identifying very young children with additional needs and simultaneously providing support and advice to concerned parents, which requires a high level of expertise.
SENCO stands for Special Educational Needs Coordinator, and they have a legal duty to follow the SEND code of practice. This is crucial for early year’s settings in supporting early identification and intervention for children with special educational needs and will be a useful contact for parents if they were to have any concerns about their child’s development.
We have our own SENCO who liaises with staff and other agencies to identify children with possible SEN. Early intervention is paramount. Our SENCO provides bespoke interventions for children requiring support and continually updates her own knowledge with regular training.
