Our Rooms
Consistent routine – positive interactions – active learning – structured curriculum
We have three main childcare rooms with six individual learning groups to support learning, development, and quality transitions at Grapevine Nursery. Before children transition from one group to the next, we assess progress against typical learning and development milestones, outlined by the Department for Education in Development Matters, to determine whether the child is ready to make the transition to a new learning group.
Jellyfish Group – children aged 3 months to 18 months
Seahorse Group - children aged 18 months to 24 months
Turtle Group – children aged 24 months to 30 months
Dolphin Group – children aged 30 months to 3 years
Penguin Group – children aged 3+ in their final academic year before they begin school
Baby Room
3 to 18 months
A calm and nurturing space for the littlest ones.
The Jellyfish learning group operates on a 3 children to 1 adult ratio.
All practitioners hold Level 3 Childcare qualification or above, Paediatric First Aid, Safer Sleep, Safeguarding, and Baby Training.
Toddler Room
18 to 30 months
An engaging environment for active and curious toddlers.
The Seahorse learning group operates on a 3 children to 1 adult ratio. The Turtle learning group operates on a 5 children to 1 adult ratio.
All practitioners hold Level 3 Childcare qualification or above, Paediatric First Aid, Safer Sleep, Safeguarding, and 2-Year Review training.
Pre-School Room
30 months to 5 years
A calm and inclusive learning environment where children grow and prepare for transition to school.
The Dolphin learning group operates on a 5 children to 1 adult ratio.
The Penguin learning group operates on an 8 children to 1 adult ratio.
All practitioners hold Level 3 Childcare qualification or above, Paediatric First Aid, Safe Sleep, and Safeguarding training. Our pre-school teacher is a qualified Early Years Teacher and Early Years Special Educational Needs Coordinator.
Outdoor Space
Pre-School Playground
A space for physical development, socialising, and exploring the world.
Active experimentation - intentional teaching
Throughout the early years, we provide consistent strategies, from baby room to pre-school, as children transition from one learning group to the next. From Jellyfish group to Penguin group, children experience a consistent timetable, meaning everyone benefits from the reassurance that comes from knowing what is happening next.
Each learning group engages in group time every morning to support the development of listening and attention skills – essential for children to access learning and development opportunities – and to explore different themes including social and cultural, mathematical and literary.
We put consistent boundaries in place throughout the nursery as part of our positive behaviour strategies - children know what is expected of them - providing reassurance and supporting a safe and nurturing learning environment.
Language and communication strategies are consistent as children transition from one learning group to the next. From use of consistent verbal language and visual supports, such as interactives timetables and transition songs, to non-verbal forms of communication such as Makaton and Objects of Reference, we provide all children with an inclusive, language-rich learning environment to boost both spoken language acquisition and understanding of non-verbal communication.
Activities, experiences, and provision available to all children are carefully planned to support active learning, where children take a participatory role in exploring materials, ideas, and people. This methodology helps children to develop confidence, independence, curiosity, and build the foundations of knowledge that will help them to become lifelong learners. Grapevine Nursery curriculum draws on the Early Years Foundation Stage Framework, SEND Code of Practice, Development Matters, high quality training, and years of diverse teaching experience.
Plan - Do - Review is a core aspect of the curriculum at Grapevine Nursery. Children are guided through an age-appropriate, visual and tactile process to plan what they want to do during free play time. Later in the day, each child is encouraged to reflect on the activities they have carried out. Not only does this help to develop communication and language skills but it also supports making independent choice making, planning, and reflective thinking.