Above and Beyond Educational Experiences

Our approach goes above and beyond the Early Years Foundation Stage (EYFS) to foster deep level learning and optimise potential.

We offer a range of unique educational experiences which enable children to become successful, lifelong learners including:

Emotion Coaching

Based on research by American Psychologist John Gottman, Emotion Coaching uses moments of heightened emotion and its resulting behaviour to guide and teach children and young people about more effective responses. Emotion Coaching is based on the principle that nurturing emotionally supportive relationships provides optimal contexts for the promotion of children’s outcomes and resilience.

Our Nurseries have trained Emotion Coaching Champions to support children in their ability to regulate their emotions through four steps.  We use Emotion Coaching to help children to understand, regulate and reflect on their behaviour, and encourage our parents to use this method too.

Steps of Emotion Coaching:

  • Step 1 – Recognising the child’s feelings and empathising with them.
  • Step 2 – Labelling the feelings and validating them (validating = letting the child know why they might be feeling like this and that this is okay)
  • Step 3 – Setting limits on the behaviour (if needed)
  • Step 4 – Problem-solving with the child

We recognise the importance of children being able to identify and explore their emotions as it supports them to develop their fundamental social skills as well as enhancing their communication and language skills. We work to support children with those emotions that are identified as hardwired in their brains. These feelings are: anger, surprise, joy, fear, disgust and sadness.

Through a variety of strategies, our Emotion Coaching Champions support children to understand and manage what emotions are, understand how they make us, and others feel, how to express feelings, and what to do when emotions and feelings are overwhelming or unpleasant. Our Champions use empathetic role modelling, co-regulation, repetition, and provide endless opportunities for self-regulation, enabling children to be able to manage and problem solve the stresses in their lives.

Our champions encourage the use of validating phrases to support children to self-regulate, conveying that all feelings are OK whilst not all behaviours are OK.

Key praises include:

  • “I know what you mean.”
  • “Wow, that’s a lot to deal with.”
  • “You look sad. Tell me about it.”
  • “I can see you’re very angry.”
  • “It’s understandable you would feel upset.”

Our champions work closely with the rest of their teams to cascade knowledge and strategies, enabling every practitioner to apply the Emotion Coaching Steps and strategies within their everyday practice.

Wake Up and Shake Up

At our nursery, children over two years of age take part in a fun fitness session every day at around 9:00am, and younger children are invited to join in with the session if they wish to do so. This exciting five-minute session is part of our Nursery’s everyday routine and ensures children’s brains are engaged, and they are alert and ready to learn.

Research has shown that when children are carrying out cross-lateral movements, this encourages the two sides of the brain to communicate. In turn, this strengthens the nerve-cell pathways linking both sides of the brain, making it easier for children to learn and absorb information and skills from activities. Other benefits of exercise for children include, healthy heart and lungs, strengthening of muscles and bones, as well as providing relaxation and developing co-ordination.

The Wake Up and Shake Up songs which accompany these sessions, encourage health and well-being and link in with the Early Years Foundation Stage areas of learning, particularly Physical Development and Communication and Language – both prime areas of learning for young children.

Music and movement sessions teach children to move with control and confidence whilst encouraging them to become more aware of the space around them. It also provides the opportunity for children to learn about their bodies and what they can do.

Cooking Stations

Cooking in the Early Years is an enjoyable experience which offers a wealth of learning and development opportunities.

Our Nursery’s cooking activities provide cross curricular learning across all seven areas of the Early Years Foundation Stage, and because children enjoy the experience so much, they are not even aware they are learning new skills. These activities are a sensory experience often using all five senses, making it a more engaging and truly memorable experience.

Cooking also gives children the opportunity to extend their knowledge about healthy food options, explore where food comes from, and encourage a wide range of discussions.

Our cooking station is an experience that is on offer throughout the day. Practitioners will plan to cook with the children, but children are also encouraged to be independent and choose when they wish to cook. This might be once a week or every day.

Regular cookery sessions at our Nursery help children to learn valuable self-help skills, whilst enjoying cooking delicious recipes that can be shared with our families.  Some of the skills children will acquire whilst cooking are listed below:

  • Promoting good hygiene before beginning, such as cleaning tables and washing hands
  • Encouraging children to name ingredients and discuss where they have come from, or where/how something has been grown, and understanding the farm to fork cycle
  • Encouraging children to weigh out their own ingredients, using mathematical language.
  • Teaching children skills such as how to cut safely or how to crack an egg
  • Talking about what is happening as you mix the ingredients together, noticing cause and effect
  • Using exploration language about the textures and smells; encouraging children to explore, actively learn, and to think critically for themselves


Emotions Boxes

At our nursery, we believe that preparing children mentally for the challenges that life may bring, is just as important as preparing them intellectually and physically.  In our ever-changing world, one third of children within nurseries today will go on to jobs that currently do not exist. To ensure they are as prepared for this as possible, it is vital that children’s Personal, Social and Emotional Development is at the forefront of everything we do. Making relationships, being able to regulate behaviour and understanding how to manage their feelings are key skills that children must learn to be successful in their later lives. With this in mind, our nursery has a dedicated area where children are able to develop these skills.


Starting with our youngest children; the ‘Feelings Bag’ is filled with resources that allow them to begin to acknowledge different types of feelings, such as happy, sad, shy, excited and angry. Practitioners use tools and resources, supported by detailed activity cards, to introduce these feelings to the children and also to demonstrate different ways in which they can be supported or ‘made to feel better’. This provides children with the initial understanding of how someone might make them feel happy and excited, or supported when they feel sad or shy.


As the children develop their understanding of feelings, the emotional aspect is added into our learning experience. This is achieved by helping children take their understanding of different feelings, and begin to look at how they may affect others. Activities such as using an animal puppet to simulate body language which represents how a child might be feeling, and supporting the children in their language and behaviours, are key ways that practitioners help children secure an understanding of emotional patterns and the impact of the actions of others.

Emotions and Relationships

The final stage, which takes place with the Pre-School aged children, explores the development of relationships and how children’s understanding of behaviour patterns which relate to emotions and feelings, can be used to support them in building lasting, meaningful relationships with adults and children.

As children develop, more advanced feelings and emotions are included, to further extend children’s vocabulary and their comprehension of how to process and handle these, and many other feelings, for example, feeling blissful, ecstatic or panicked.

It is through these activities and interactions that children are also taught about the concept of anger, frustration, and being annoyed when things don’t go how they planned or when something unpleasant happens. Staff use stories and activity cards to support each child in knowing that it is okay to feel these emotions, whilst also providing them with the tools to be able to recognise and regulate their behaviour to ensure they act appropriately.

Family Boxes

At our nursery, Family Boxes are created to enable young babies to connect with photographs of people or objects that are special to them. Research suggests that young babies focus best on high-contrast tones of black, white and red, which is why in our Baby Room, we have created an area using only these high contrast tones, to stimulate our young babies’ minds. We ask our parents or carers to provide photographs which are mounted onto objects that can be manipulated by the baby’s small hands. A sound object will also be placed inside. This offers babies, not only sight recognition, but also sound, enabling them to connect with the item using three of their senses. Young babies will reach out and touch their own object to explore it further.
The Family Boxes are kept at the baby’s height in the contrast area, allowing them to be explored by the baby when they are mobile. If a baby is not yet mobile, they will explore and discover their Family Box with their Key Person.

Practitioners use facial expressions and a voice that shows interest and excitement, together with lots of language, to engage babies whilst they explore and discuss the boxes.

Chatter Box Session

Our older children are encouraged to construct and make their own ‘Chatter Box’ at home by collecting a few of their favourite items and placing them in a shoe box or something similar in shape and size. The box is decorated at home with the parent or carer and then brought into the nursery.

In small groups, with their Key Person, children are encouraged to share the contents of their ‘Chatter Box’ with their peers. This activity is always undertaken in small groups to allow each child in the group a turn to discuss a few of their items. All children will be given the chance to ask questions and participate in conversations within the group.

Taking part in ‘Chatter Box’ time will encourages children to listen to their peers which helps develop their attention and concentration skills.

The vocabulary a child uses when describing their special items will extend to reflect the breadth of their experiences. This activity also enables children to organise, sequence and clarify their thinking, ideas, feelings and events. Children will be encouraged to express themselves, whilst showing awareness of the group’s listeners and needs, whilst using past, present and future forms of language.

Our ‘Chatter Boxes’ encourage and enable the older children to speak confidently in a friendly and secure situation, whilst initiating conversations and forming good relationships with others. These are all skills which are required for school readiness and which will help to ensure a smooth transition for your child when they start their Reception year.

Weather Boxes Play

Outdoor play is an essential requirement for children of all ages, but it shouldn’t focus purely on running, jumping and riding bikes. The natural world is the perfect place to enhance children’s curiosity, critical thinking and communication and language development.

Our Weather Boxes have been specifically designed for all age ranges to provide additional learning and development opportunities outside of the classroom environment. From story times and mark making, to mobile mud kitchens and science and investigation, these boxes have it all.

The boxes have been dynamically designed to provide everything our practitioners need to effectively carry out the activities contained within the box. Children are given the free choice as they enter the garden or head out for their walk, to choose which, if any boxes, they would like to access. Each adult-led activity using a Weather Box provides cross-curricular learning for children of all ages and covers the breadth of the Early Years Foundation Stage Curriculum.

Outside of the Early Years Outcomes, our children learn the importance of looking after the environment around them. They are  encouraged and effectively supported in playing and exploring, actively learning, and questioning ‘the norm’ with their skills of creativity and critical thinking. This is all achieved through the use of a Weather Box and the interaction and teaching from our practitioners.

Our children develop an understanding of the fundamental British Values during these activities, through turn taking, joint decision making and sustained shared thinking. They use the inventory included within each Weather Box to ensure they have repackaged each item, showing that they have developed a level of care and respect for the resources they use. This also demonstrates care and respect for their peers in ensuring that the next group of children to use the Weather Box have all of the resources that are required.

Young Investigators Group

Our Pre-School Young Investigators Group is perfect for inspiring little minds, and gives our children the opportunity to participate in two science experiments each week. Science offers so many areas of learning but mostly falls under the ‘Understanding the World’ area of learning in the Early Years Foundation Stage. This cross-curricular subject also enables young minds to embrace other categories of the curriculum. Science enables children to be explorers in the world around them. It involves questioning, experimenting, testing, analysing and developing ideas (critical thinking). Our children will be involved in exploring a wide range of new vocabulary when engaged in a science activity or experiment.

Our Young Investigators Group gives children a solid foundation for their knowledge and understanding of science, which they will later build upon when moving on to primary school. The group focuses on developing children’s skills in observation, prediction, critical thinking and discussion, when reviewing the data. Concepts of number, size and position, developing motor skills, expressing themselves and building relationships and self-esteem will be involved.

The group will be conducting experiments, exploring different methods of discovery, and presenting their findings to their peers and families, all of which contributes to their learning and development in a fun and engaging way.

Garden Champions

Children today, have an ever-growing curiosity about the outside world, where foods come from and how they grow. Garden Champions is our own bespoke gardening activity. This activity extends children’s knowledge of the outdoor environment, habitats, caring for living things, growth cycles and growing vegetation outdoors. Our Garden Champion activities are an effective method of harnessing our children’s curiosity in this area and shaping their understanding of the world around them.

Our nursery has a nominated ‘Garden Champion’ who attends regular training sessions to further develop their own knowledge and skills, enabling them to bring back to nursery, a range of seasonal activities which can be carried out with the children. This is not simply an activity of planting grass seeds in a pot, but is in fact an opportunity for children to make use of real-life gardening tools and equipment to prepare an area, sow seeds, tend to vegetation and harvest their produce at the end of the process. The use of these tools further extends the children’s knowledge and understanding of how to manage their own risk, handle tools carefully, and keep themselves safe in an outdoor environment. Our children always complete their own visual risk assessment of the area, with the support of a practitioner, and decide for themselves if it is an appropriate and safe time to complete their activity. If the children decide it is not, they will then discuss what can be done to make it so.

Aside from developing knowledge of plant life and what is needed to promote healthy growth of their garden, our children also gain an understanding of agriculture, farming and the food chain, through a wide range of extension opportunities, both inside and outside of the classroom.

Fruits and vegetables grown are picked and prepared by the children, alongside the nursery chef, who will then factor them into the menu for that day. This provides children with the ‘garden to plate’ experience, a fundamental aspect of supporting them in being able to make informed choices about the foods they put into their bodies.

Our nursery is registered with the Royal Horticultural Society and has achieved their RHS accreditation.

Hydroponics Vegetable Growing

Introducing growing to young children encourages them to expand their knowledge on where and how food arrives on their plate.  Hydroponics is a subset of hydroculture, which is the growing of plants in a soil-less environment.  Hydroponic growing uses mineral nutrient solutions to feed plants in water, without soil.

The HydroVeg Kit system uses the Nutrient Technique.  This is where a constant flow of the mineral solution is pumped from a reservoir into the growing tubes.  The growing tubes require no growing medium.  The roots draw up the nutrients from the flowing solution.  The downward flow pours back into the reservoir to be recycled.  The plants get oxygen, water and nutrients for healthy growth.

The growing of fruit and vegetables in this kit has the added advantage that children can use all of their senses to support their learning.  Children will be able to understand that kale, tomatoes or herbs come from plants, but these grow so quickly that children’s interest will be maintained throughout.

On a daily basis, the children will explore and investigate the plants and record their progress using many areas of learning.  They will think critically about the needs of plants to establish what is required, extending their language and knowledge throughout.

The children, where possible, will provide ingredients to the chef for the day’s menu.  Further language will be explored at mealtimes to discuss the items they have grown and taken responsibility for.  The skills involved with growing their own food will encourage older children to become independent in their thinking, all part of preparing children for school.

Seamless Transition to School

The Seamless Transition to School Programme incorporates elements of formal learning into each child’s day, ensuring a smooth transition to school when the time comes. In keeping with local nursery schools and reception classes, the activity sessions will be based on a termly theme, each covering all aspects of the Early Years Foundation Stage Curriculum, but with a greater focus on children’s literacy and mathematics skills. The programme has an all-inclusive approach to learning with engaging, structured activities developed to provide children with the skills they need as they approach their move on to school. The programme will also make use of the chosen phonics programme by the schools in the local area, to ensure the children are used to the system and how it works. Sessions take place daily, and will usually be during the Local Authority’s term times. Each session is led by a highly experienced curriculum lead. Each half term they will share the plans with parents and carers, in advance, along with activities and opportunities that they can utilise at home to further the children’s learning and development. As part of the programme, children will take part in activities that support early writing. However, it is important to recognise that not all children develop at the same rate and as such, a fundamental pre-cursor to writing is well developed fine motor skills. This means that there may be some activities that are not immediately recognised as ‘writing’, but that do provide these important pre-writing skills.
Activities may include:

  • Play-doh and clay modelling
  • Threading activities
  • Use of tweezers
  • Making marks in sand or cornflour and water

The Seamless Transition to School Programme includes a uniform and book bag, within which there will be two exercise books that are used at each session.

Chatter Approach

Our nursery features a ‘Chatter Approach’ in the walk up to, or reception area of the building. The chatter approach is designed to promote each child’s communication and language development through a series of visual prompts they can explore. These may include a range of images, questions or small challenges to complete and share with their peers/key person within the setting.