A Planned Environment: Professional Questions        From 7th June 2018

  • How will the children respond to the introduction of focused Rainbow groups in our afternoon sessions on Mondays, Tuesdays and Fridays?
  • Can we introduce non-standard units of measurement in the Nursery environment to support children’s mathematical understanding?
  • If we move the dinosaurs to the outdoor classroom, can we extend the children’s interest in them?
  • How will the children use the large chalks to mark make in the outdoor classroom?
  • How will children respond to the introduction of a large-scale collaborative piece of work in the creative classroom?
  • How can we support children in identifying their feelings and help them to manage their feelings in a positive way?
  • Can we encourage children to take responsibility to use their workbooks independently in the graphic classroom?

 

 

What’s New – 10th May 2018

  • Wet clay will be revisited with Matt the Artist.
  • The adults will be noticing and commenting on children’s skill progression in all areas of the Nursery environment.
  • The children will be helping to prepare the snack for all the children in the Workshop space during Monday, Tuesday and Friday afternoons.
  • The children will be representing their whole selves using paints in the Creative classroom.

What’s new in Main Nursery from 3rd May 2018

  • Keyworkers will be moving into different areas of the Nursery during the afternoon sessions
  • Different table heights will be introduced in the play dough area to further develop the children’s play.
  • Practitioners will be encouraging the children to use their imaginations to create a narrative and play together in the outdoor classroom.
  • Self-portraits will continue this week. During the afternoon session children will be accessing this activity in the workshop.

A Planned Environment: Professional Questions        From 3rd May 2018

  • Which areas and resources are children accessing independently?
  • Where will children take the play in the Workshop role-play area?
  • If key workers move into different areas of Nursery will the children move around more freely?
  • How can we support children in recognising what they ‘can do’?
  • If we change the furniture to add different levels to the play-dough area, how will the children’s play develop?
  • How can we encourage children to play ‘together’ in the outdoor area and encourage the children to use their ‘imagination’?

 

 

 

 

What’s New in Main Nursery from 26th April 2018?

  • A range of different music will be introduced in the sensory studio for the children to respond to.
  • In the graphic classroom children are revisiting portrait drawing and will be making comparisons with the work they completed in the Autumn Term.
  • The children will be supported to use various construction materials to build vertically and make enclosures.
  • We will be introducing more mathematical language, for example comparing heights, in different areas of the Nursery environment.

What’s new in Main Nursery from 22nd March 2018

 

  • A new high net has been added to a space in the outdoor area.
  • Some new turn-taking games will be introduced for the children to participate in.
  • The play oven will be introduced alongside the play dough in the creative classroom.
  • Longer strips of paper will be added to the painting area in the graphic classroom.
  • Baby bathing resources will be added to the water in the workshop classroom.
  • Dry sand will be added to the workshop classroom for the children to explore.

A Planned Environment: Professional Questions From 22nd March 2018

  • How can we support children in identifying their feelings and help them to manage their feelings in a positive way?
  • If we provide longer strips of paper on the painting table will this encourage the children to use the watercolours to make marks in a different way?
  • Will the introduction of the play oven alongside the play dough encourage more role-play?
  • Will the introduction of turn-taking games in the graphic classroom encourage more cooperative play?
  • How will the children respond to the introduction of dry sand in the workshop classroom?
  • Can we encourage the children to explore caring and nurturing for our babies by providing bathing resources in the workshop classroom?
  • How will the children develop their gross motor skills when using our new high net in the outdoor classroom?

What’s new in Main Nursery from 13th March, 2018

  • The desktop computer will be introduced in the Graphic classroom. The children will have one turn exploring the programs during each session that they attend. We will use a 5 minute sand timer to show the children when their turn has ended.
  • Following on from our staff-training day on music and movement, we will be introducing some new movement games involving listening to instructions and moving to music during group times.
  • More writing resources will be added to our vet’s surgery to encourage the children to write for a purpose.
  • A variety of different resources including spoons, small pots, scoops and mark-making tools will be added to the corn flour in the workshop classroom.

 

 

 

A Planned Environment: Professional Questions        From 13th March 2018

  • How can we support children in identifying their feelings and help them to manage their feelings in a positive way?
  • How will the children respond to the introduction of the desktop computer in the graphic classroom?
  • Can the children follow instructions when taking part in our new group music and movement games?
  • If we provide more writing resources in the Vets Surgery will more children write for a purpose in their role-play?
  • Will the children develop their fine motor skills when using the duplo tulo tool kit for the first time?
  • If we add different resources to the cornflour in the workshop classroom, how will the children use them?

 

A Planned Environment: Professional Questions        From 8th March 2018

 

Now the children have experienced water colours, can they begin to use colours for a purpose to make representational paintings of the chicks?

With the introduction of some softer materials, will the children use their technology skills to develop ideas around ‘habitats’?

By changing the role-play to a Vets, will children have opportunity to further develop care and concern for living things?

What learning experiences will arise through the Living Eggs experience?

What mathematical thinking will arise from discussions around the eggs and chicks?

What questions will the children ask and what experiences will they share within their groups?