Susan Berry - Nursery Leader

Sue is a fully qualified nursery/infant teacher who has taught full time in East London & Essex for 14 years before leaving teaching to bring up her own three children. Susan is a practicing Christian and regularly worships at St. Mary's Church. She is the current Branch Leader at St. Mary's branch of the Mothers' Union.

She has lived in Great Dunmow since 1991.

All the Nursery staff regularly attend courses to update their knowledge of the Foundation Stage Curriculum. These have included Child development, Autism awareness, Speech and language in pre-school children, science and technology and child protection. Three staff members hold current first-aid certificates.

General aims and objectives of the nursery

• To help children to develop the language and communication skills necessary to access all areas of the curriculum.
• To help children to a greater understanding of the world in which they live and an appreciation for their immediate surroundings and the community to which they belong.
• To nurture skills which will enable children to gain independence and a sense of responsibility for the community in which they live.
• To provide a safe, secure and stimulating environment in which each child can reach his or her full potential.
• To work within a framework which ensures equality of opportunity for all children and families.

Learning objectives for children at the nursery

Christian Values

They will be made aware of cultural and religious events. We will encourage them to be sensitive to the needs and feelings of others and to show respect for people of other cultures and beliefs. They will be helped to express their feelings and behave in appropriate ways, developing an understanding of right and wrong, and why. They will be taught that they should treat living things and the environment with care and concern.

We will celebrate the main Christian festivals and the children develop an awareness of other faiths through our topic work.

Foundation Stage

At Saint Mary's Nursery we follow the curriculum for the Foundation Stage as outlined by the DfEE. The Foundation Stage is divided into six areas of learning and continues until the end of the reception year at school. Through a structured and varied programme of activities it is hoped that the children will develop the skills and areas of knowledge outlined below.

Personal and social development

Within a nurturing environment, children are individually supported in developing confidence, autonomy and self-respect. They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults. Through activities, conversation and practical example, they learn acceptable ways to express their own feelings and to have respect for the feelings of others. All children are given the opportunity, as appropriate, to take responsibility for themselves and also for the group, its members and its property.

Communication , Language and Literacy

In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening, and by hearing and responding to stories, songs and rhymes. Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and, when they are ready, to use drawn and written symbols for themselves. A well-stocked book corner gives every child the opportunity and encouragement to become familiar with books, able to handle them and become aware of their uses, both for reference and as a source of stories and pictures. We will teach them to write their own name with appropriate use of upper and lower case letters, use pictures, symbols, familiar words and letters to communicate meaning.

Mathematics

By means of adult-supported practical experiences, children become familiar with sorting, matching, ordering, sequencing and counting activities which form the basis of early mathematics. As they use their developing mathematical understanding to solve practical problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, position, size, volume and number. Songs, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as addition and subtraction

Physical development

A range of equipment and opportunities, both indoors and outdoors, allows children to develop confidence and enjoyment in the use and development of their own bodily skills. A very high level of adult supervision enables children safely to create and meet physical challenges, developing increasing skill and control in moving, climbing and balancing. At the same time, children are supported in the development of the fine motor skills required to use tools, including pens and pencils, and to handle small objects with increasing control and precision.

Creative development

Children are encouraged to use a wide variety of resources to express their own ideas and feelings and to construct their individual response to experience in two and three dimension. Art equipment, including paint, glue, crayons and pencils as well as natural and discarded resources, provides for open-ended exploration of colour, shape and texture and the development of skills in painting, drawing and collage. Children join in with and respond to music and stories, and there are many opportunities for imaginative role play, both individually and as part of a group

Knowledge and understanding of the world

A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe the features of objects and substances, recognising differences, patterns and similarities, and to share and record their findings. Children are assisted in exploring and understanding their environment, both within the group and also in the wider community. A range of safe and well maintained equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.

Training

Our membership of the Pre-School Learning Alliance and the Essex Early Years Development and Childcare Partnership ensure that we are constantly in touch with new thinking in the field of child education and care. Our staff regularly attend training courses on issues relating to their work with children. We receive a monthly magazine offering practical advice and up-to-date information, and have access to a range of professionally produced publications.

Special Needs

The high staff/child ratio in Nursery enables us to provide individual attention for each child. Each child is able to progress at his/her own rate in all areas of development, and this is true for children with or without disabilities or learning difficulties. We are experienced in working in close liaison with professionals across the range of special needs.

Further Information

Clothing
When taking part in messy activities, we will provide aprons for the children. However, please do not send your child to the nursery in his or her best clothes.

Break times
A variety of healthy snacks and milk or water will be provided for your child.

Toys
Please discourage your child from bringing toys into the nursery as they may become lost or broken. 'Comfort' blankets or toys are however, very welcome.

Accidents or illness
If your child has an accident or becomes unwell and needs to go home we will try to contact you or your emergency contact. Please let us know if your contact numbers change.

Medicines
If your child needs to take any medication (including inhalers) at nursery, we must have a written request and instructions together with the labelled medicine. If your child has other medical requirements, please discuss them with the Nursery Leader.

Admissions Policy
Children of parents living or working in the Uttlesford district will be admitted to the Nursery.

Many detailed policy documents are available for inspection on request. These include Child Protection; Special Needs; Equal Opportunities; Complaints; Behaviour Management; Health and Safety.

Abuse
We have a duty of care and a legal obligation to report any instances where we consider that a child may have been neglected or abused to the relevant authorities. In most instances we would discuss this with you first, but may inform the authorities without informing you first, if this is felt to be in the best interest of the child.