About Bank Hall Kindergarten
Bank Hall Kindergarten is a private day nursery, established in 1991, and is located in the heart of the Bank Hall Estate, Bretherton, midway between Southport and Preston.
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Bank Hall Kindergarten is a private day nursery, established in 1991, and is located in the heart of the Bank Hall Estate, Bretherton, midway between Southport and Preston. The Kindergarten is surrounded by mature trees and green fields – and, as in the true meaning of the word “Kindergarten,” we have created a “children’s garden” in which your child will feel both happy and secure. We accept children from 3 months to 5 years on a full and part time basis.
We aim to provide your child with a loving, caring environment in which they can learn during their most formative years, by offering a variety of equipment and learning opportunities through challenging play whilst supporting them as they take risks and explore within our continuous provision areas. Children are encouraged to share with one another, make friends and establish relationships. We pride ourselves on discipline, courtesy and manners as we maintain clear and consistent boundaries. We achieved the Lancashire Quality Award which recognises quality provision within the Early Years Education sector, and we achieved a rating of GOOD when we were inspected by OFSTED in March 2024.
We are proud to have many long-standing members of staff. The majority of our staff are qualified to Level’s 3, 4, 5 & degree level 6. All Staff are trained in paediatric First Aid, Safeguarding, Prevent Duty, Food Hygiene, Allergy Awareness and consistently access childcare Continued Professional Development
KEY WORKER SYSTEM
Your child is assigned a Key Worker who will ensure they become familiar within the Kindergarten environment, offering a settled relationship and aim to build a working relationship with you as parents. Your child’s care will be tailored to meet their individual needs.
WHEN YOU ARE DUE TO START
We understand how difficult it is for you to leave your child with people you are unacquainted with, in an unfamiliar environment. We will do everything we can to help support you through this transition period. Around the month before your child is due to start, we will contact you, to arrange settling in sessions. At the initial session you come with your child, to meet your new key Worker and have an opportunity to discuss routines, health related issues, likes & dislikes, stage of development etc. On the second visit, you leave your child with their new key Worker, so they can have a taste of their new environment. We can arrange additional visits if you feel this would be beneficial.
The Kindergarten is organised between four areas
Whichever room your child is in, we will be working under the Statutory Framework for the Early Years Foundation Stage (EYFS) which sets the standards for learning, development and care for children from birth – five years. Areas of Learning and Development shape activities and experiences that we offer to enable us to help children work towards achieving the early learning goals which your child should have reached by the end of the academic year in which they turn five. Our staff will observe and plan for your child’s future learning by supporting their development under a principled approach. The over-arching principles that shape the practice within the Kindergarten are:
1A Unique Child
2Positive Relationships
3Enabling Environments
4Learning and Development
All areas of learning and development are important and inter-connected. The three prime areas of learning are crucial for igniting children’s curiosity and enthusiasm for learning, and build their capacity to learn, form relationships and thrive. Children are also supported in the four specific areas through which the three prime areas are strengthened and applied:
Prime Areas
Communication and Language
Physical Development
Personal, Social and Emotional Development
Specific Areas
Literacy
Mathematic
Understanding of the World
Expressive Arts and Design
OUR CURRICULUM
We recognise that children learn in different ways and at different rates and we plan for this accordingly. We aim to support all children to attain their maximum potential within their individual capabilities, and be fully equipped with the skills and knowledge needed for the next stage in their future learning. We provide a positive play environment to develop good social skills and an appreciation of all aspects of this country’s multi cultural society and we plan learning experiences to ensure, as far as practical, there is equality of opportunity for all children and that we celebrate diversity.
Our curriculum is based on a holistic approach which recognises that different aspects of learning are interwoven and compliment each other. This compliments The Development Matters 2023 with our teaching model based on aspects of this guidance.
Bluebells
(age 3 months – approximately 20 months)
Baby Bluebells Room aims to create a home from home environment, which stimulates, nurtures and provides babies with resources and enhancements they need to develop to their full potential. Our room is split into four areas of continuous provision: comfy, creative, imaginative and physical. We provide our babies with ample opportunities to develop their senses as they play in foam, spaghetti and sand; make marks using their fingers, develop gross motor skills; use their imagination and imitate home life experiences in the home corner; as well as having the space to rest, relax and learn new vocabulary in the book area. Our physical area provides space to move, roll, stretch and use low level equipment, supporting pulling up to a standing position, cruising along furniture, as well as free space to crawl. Opportunities to dance, sing and play musical instruments encourages creativity and Heuristic play develops curiosity and gives babies a chance to openly explore without interruption. One of our most valuable resources are our practitioners, who are loving, caring and understanding individuals who continually interact with our babies, providing crucial interactions which promote learning. Our Bluebells team are passionate about their role and aim to bridge the gap between home and Kindergarten through positive and close relationships with parents/carers, ensuring we are sharing vital information.
Practitioners are here to work alongside parents by encouraging your child to reach some of their most significant milestones such as: crawling, walking and talking, and help learn new life skills as they grow more independent. Promoting healthy lifestyle is a fundamental step to creating healthy individuals, and is something we love to incorporate as early as possible. Meal times in the Bluebells can range from small babies just weaning, and some of our older toddlers who are learning to feed themselves. We aim to create a positive, social atmosphere during meal times, and all sit together as a group with lots of conversation. At the end of each day, you will receive a thorough handover about your child’s day, with the opportunity to discuss the information received throughout the day via our parent zone app. Rhythm time Music sessions take place on Thursday afternoons and continue through all other rooms.
Caterpillars
(approximately 22 months -32 months old)
As the children in Baby Bluebells room approach 2 years of age, they will be gradually introduced to our "Caterpillars Room" (transfer depends upon the stage of development rather than the age of the child)
Here we offer structured routine, providing a balance of adult led and child initiated activities. The room offers frequent and safe access to the amazing outdoor play environment, where children enjoy running freely, climbing and exploring their natural environment.
Continuous provision means that the toddlers are encouraged to engage in play that appeals to their interests, needs and individual learning and development. The organisation of the room ensures that all resources are attractive, accessible and arranged for the children to become independent learners.
Caterpillar’s room has a potty and nappy changing area and a low level sink for children who are practicing self-care and independence.
Children participate in extra-curricular activities such as Music, Drama and Dance, Sports and Yoga sessions which encourage them to express themselves freely and develop healthy lifestyles. These sessions continue through to our Pre-School rooms.
At approximately 2 years of age your child will receive a 2 year Progress Report which is a written summary of how your child is progressing against the three Prime areas of learning, we consult with you as parents as we complete your child’s report and encourage this to be shared with your child’s Health Visitor in line with their 2 year Development Check.
As children approach the age of 32 months, they will move into our Butterflies Room.
Butterflies
(approximately 32 months old)
As children move into our Butterflies Room they continue to be offered lots of open ended resources which ignite their imagination and we introduce children to a range of new experiences as they access resources aimed at 3+ years along with a new outdoor environment which they will share with our Pre School Daisies children.
Continuous provision supports each child’s individual learning styles and needs. The areas are organised in a way to encourage independence as they explore. There are key focused group times which support social and listening and attention skills.
The children in Butterflies room have access to the children’s bathroom to further develop their independence and self care.
The experiences offered in the Butterflies room will support the children as they then progress to Pre-school Daisies, for their final year, before they attend Primary School.
Pre-school Daisies
(ages 3 years +)
We recognise how crucial your child’s final year is, before they venture on to school. In Pre-school we provide an enabling learning environment which supports their independence and ensures each child reaches their full potential. Practitioners guide each child to learn through purposeful play experiences which are based on their interests and built around their existing knowledge of the world around them.
Within both the indoor and outdoor environments children are given access to natural resources which they are encouraged to independently explore, discover and investigate. This will support their mathematical, critical thinking and problem solving skills which are all aspects of the Development Matters framework and the Characteristics of Effective Learning.
Practitioners will support interactions between children through small group activities so they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life. Children will also be introduced to the Letters and Sounds program through fun-filled games and activities, to help build the skills needed for future reading.
We also recognise that self-care skills are vital to ensure each child is ‘school ready’ and practitioners will work with parents to ensure they are independent in this area of learning and development.
We have good liaisons between our Pre School and many local Primary Schools which we feel is essential to assist with continuity and progression for each child’s learning and to help provide them with a smooth transition onto Primary Education. Links between home and school are important at all stages of education but particularly within their year in the Pre School room. We will ensure we share relevant information with you and will keep you informed about the curriculum and your child’s progress. Music, Drama and Dance, Sports and Yoga sessions continue through to the Pre-school Room.
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Outdoor Play
We are very fortunate to have an extensive outdoor area which is divided into age appropriate areas. Being outdoors has a positive impact on children's sense of well-being and helps all aspects of development which is why outdoor play is an important part of Kindergarten life. Children have regular access to our stimulating outdoor environment doing things in different ways and on a larger scale than when indoors. Our play areas have Mud Kitchens to provide children with endless opportunities to mix and create using natural materials. The use of our two pavilions ensures access to the outdoors is always available. The natural environment gives children opportunities to explore using their senses, be physically active and take risks, with close supervision and support.
OWLS
(Outdoor Woodland Learning Sessions)
The ethos of our Outdoor Woodland Learning is based on a fundamental respect for children and their capacity to investigate, test and maintain curiosity in the world around them.
Our “OWLS” (Outdoor Woodland Learning Sessions) improves children’s self-esteem, confidence and abilities as we provide support to regularly engage within the natural environment – activities such as den making, identifying leaves and why we need trees and collecting natural resources to allow children to create using their imagination further increases their problem-solving skills and improves emotional well-being.
Local Offer
(SEN and Disability)We have a strong commitment to inclusion and all staff are committed to the S.E.N.D code of practise and we will make all reasonable adjustments to ensure that all children including those who have a disability or special/additional needs are included, valued and supported, so that they can reach their full potential. Our Local Offer document is available to view on request. If you require any further information, please contact the Manager. You can also view this on our website
Below is our Local Offer document. If you require any further information please contact the Kindergarten
