Daily Routine & Session Times

Playschool core hours are 9.30am – 12 noon daily (term-time only). There is also the option of extending session times to include set-up club 9-9.30am and/or lunch club 12-1pm.

Daily routine provides children with a sense of security and reassurance whilst a choice of activities allows them independence.  

Once everyone has arrived, we gather together for our morning welcome songs which can include days of the week, weather and hello songs. We also reinforce our ‘golden rules’ and share any news.

Children have free play throughout the morning with free-flow between the inside and outside areas. Play opportunities and activities allow children to explore the different areas of learning within the Early Years Foundation Stage. These include the book corner, home corner, dressing up, playdough, painting, small world, construction toys, trampoline, trikes and scooters. There is also an adult led activity linked to our theme of the week.

We have a rolling snack mid morning where children are offered a variety of fruit and vegetables and milk or water.

Towards the end of the morning children are encouraged to help tidy up before gathering together to choose a book. We have a short group time and engage in activities such as singing, action rhymes, dancing, music and story time.

We end the morning with our goodbye song.

Parents and carers have the opportunity to meet with their child’s key person once a term to share their Learning Journal and discuss their child’s progress and development. Playschool staff are available on a daily basis to address any day to day concerns.

Children in the Early Years have a need to explore, discover and have new experiences and we love to provide an environment of exploration and learning at the playschool.

“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” 

Fred Rogers

What we do at Playschool

Playschool follows the Early Years Foundation Stage (EYFS) Statutory Framework, which sets standards for the learning, development and care of children from birth to 5 years old. In addition to supporting children’s communication and language skills, physical development and personal, social and emotional development, we strive to create a play-based environment which stimulates children’s natural curiosity and love of learning. As children develop and show their natural interests, we help them to investigate maths, literacy, artistic expression and the world through their favourite topics.

  • Children learn to:

    • express themselves in different ways

    • communicate using words, speaking in sentences

    • be confident to talk to others

    • say their name

    • listen to others

    • talk about past, present and future events

    • follow instructions

    • sing songs

    • enjoy books and stories

  • Children learn to:

    • separate from their carer on arrival

    • be confident to approach their key person or another adult for help

    • share and take turns

    • be polite, kind and caring towards others

    • follow daily routines

    • be confident, independent learners

    • make friends

    • express and manage their emotions

    • take part in group activities

    • be emotionally ready for transition to school nursery class or reception

  • Children learn to:

    • get to know and understand their bodies

    • eat and drink independently making healthy food and drink choices

    • use the potty/toilet

    • wash and dry their hands

    • take off and put on their coat and shoes

    • develop gross motor skills, running, jumping, climbing, balancing

    • develop fine motor skills, mark making with a variety of tools

  • Children learn to:

    • know their name and recognise it in print

    • be aware of print in the environment

    • choose books and look at them independently

    • listen to stories and tell stories

    • join in with nursery rhymes and singing songs

  • Children learn to:

    • count up to and beyond 10

    • recognise and name shapes

    • recognise numerals

    • match number and quantity

    • be problem solvers

    • complete jigsaw puzzles

    • understand mathematical concepts

    • compare and contrast; bigger/smaller, heavier/lighter

  • Children learn to:

    • understand the world around them

    • take care of the natural environment

    • appreciate nature and God’s creation

    • operate technology

    • know their place in their family and community

    • talk about their family celebrations

    • understand the different roles people have

  • Children learn to:

    • be curious and imaginative

    • make believe and pretend

    • dress up and engage in imaginative role play

    • play musical instruments

    • sing and dance

    • build and create

    • be creative, drawing, painting, cutting, sticking

    • name colours and mix colours


Children Play and Explore, participating in new experiences

and developing their own preferences

Children are Active Learners, learning through play and making

independent choices. They develop concentration.

    Children are Creative and Critical Thinkers, developing problem solving skills.

They have their own ideas and learn to negotiate with others.

Our continuous provision allows for learning opportunities across all seven areas of learning.

We introduce new themes and topics, introducing children to new ideas and experiences building their cultural capital.

We recognise children are individuals and find out what their interests are. We create the right environment for them to learn, recognising their abilities and skills, helping them build their interests playing and exploring.

We create a safe environment where each child can be happy and enjoy themselves.

We reinforce our ‘golden rules’.

We observe children at play, planning their next steps for progress.

We allow children to make independent choices at free play.

We provide adult initiated and adult led activities.

We provide routine; morning welcome, snack time, free flow play inside and outside, tidy up time, group circle time with story telling, singing and dancing.

We want every session to be a positive experience.

We meet regularly to discuss children’s progress.

We partner with parents, recognising that they are children’s primary educators and know them best.

We communicate regularly with parents; newsletters, emails, meetings, online learning journal.

What parents say:

 “The children are happy and settled.”

“My daughter’s confidence has grown so much.”

“It’s been so beneficial to his development.”

“I can see how much progress she has made.”

“Good service being provided as evidenced by my child’s improvements.”