Early Years Information
EYFS Key Information
We base our practice on the Early Years Foundation Stage Curriculum and hold great value in the implementation of a provision founded on play. We strive to consistently provide a stimulating, attractive and exciting learning environment to match the needs of individual children while providing opportunities to practice and consolidate their skills and chances to encounter new challenges. Our curriculum is tailored to the specific requirements of the children and their very individual needs.
The philosophy of our provision underpins a curriculum founded on play; it is supported by a high quality caring environment and provides a broad framework for all our work with young children. In order to learn effectively, children need a relevant curriculum which is well planned, offers purposeful activities both indoors and outdoors and which is structured in content to match the learning needs of individual children.
Structure of the EYFS
There are currently three teaching qualified staff leading the two Reception classes. They are supported by one higher level Teaching Assistant (HLTA) and nine Teaching Assistants. Reception children attend full time.
(Please refer to the EYFS Policy for further details.)
EYFS-Policy-May-2022-FINAL.pdf
Nexus Outreach Model
From September 2025, Nexus Spedialist Intervention Nursery will be a predominantly Outreach Model, meaning that our main pathway of support will be a 'Specialist Focused Offsite intervention'. This will mean that a practitioner from the Specialiast Intervention Nursery will come out on a weekly basis to work with the child alongside mainstream settings to identify and model strategies to support as well as coach staff on best practice.
The pre-school aged children will be identified and referred to this level of support through a Professional Resource Group meeting.
We are able to provide a high level of support within settings so we can support progress for the children through shared target outcomes. At the end of the specialist intervention, a review will be held via Teams or in person and we will discuss the options for how best to support the needs of the child going forward.
This offer for specialist intervention does not guarantee that Statutory Assessment will be agreed if initiated or that specialist school will be automatically considered appropriate. Specialist intervention pathways do not result in automatic entitlement for transition to the host special school.
Further information regarding Specialist Nurseries and the application processes can be found here:
