Nursery (age 3 to 4)
During our first weeks, your child will be settling into their new environment and getting to know us, his or her peers and our daily routines. For some children, early days at BAPS may be their first experience of separating from the most important people in their short lives. We seek to make these transitions as smooth as possible, for your child and for you. We offer a flexible approach that enables us to cater for each child and family individually, as we work together to ensure that children feel secure and happy.
Please be assured if your child seems upset or cries, we will handle it with care and understanding. Some children take longer to settle in and this is not a cause for concern. It is a part of their natural development. Separation anxiety is a normal experience at the start of school for both child and parent! Separating from a loved one becomes easier with the following suggestions and knowledge:
- When you do leave, display confidence and trust.
- Let your child know when you leave with a kiss and a hug, along with the reassurance of your return later.
- Prolonged good-byes can bring tears and make separating even more difficult.
- Some children do well with a blanket or toy from home which provides comfort.
- Try not to linger in the area as your child may see or hear you.
- If separation continues to be an issue, we will work together to create a solution. This may be reducing the time your child spends at school in the beginning and gradually building the time as they become more comfortable.
- If your child cannot be consoled, despite the staff’s best effort, rest assure that we will give you a call.
- As always we have your child’s best interests in mind.
Children are required to be potty trained to join the Nursery class.
The Nursery programme follows the UK Early Years Foundation Stage (EYFS). It is our aim that our programme will encourage creativity, curiosity, discovery, understanding and a love of learning. The classroom is set up with a variety of inviting areas and children are encouraged to visit these throughout the day. The curriculum is broad and balanced, giving our students the opportunity to learn and practise skills, helping them become independent life-long learners.
Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first.
Here below is an example of what you might notice your child doing during his/her year in our Nursery class divided into the 7 areas of learning and development. It is important to note thatevery child is different and children do not grow and develop at the same rate.
Communication and Language
- listen to stories and talk about them later
- join in with favourite rhymes and stories
- share and take turns with other children
- begin to understand rules and know that sometimes they can’t do things they want to
- begin to use longer sentences with words like “because”
- tell about something that happened yesterday
- ask lots of questions and answer questions too
During the Nursery class year level the children are working to improve gross and fine motor skills they developed as 2-year-olds.
Gross Motor Skills
- run and walk without tripping over own feet
- jump, hop and stand on one foot
- walk backwards and climb stairs one foot after the other
- kick and throw a small ball; catch a bigger ball most of the time
- start pedalling a tricycle or bike
Fine Motor Skills
- draw a circle with a crayon, pencil or marker
- play with toys with small moving parts and buttons
- turn the pages of a book one at a time
- turn door handles and twist-on bottle tops
Personal, Social and Emotional Development
- play in a group with friends and make up ideas for things to do and games to play
- ask friends to play
- aware of own feelings and knows that some actions and words can hurt others’ feelings
- take turns while playing (even if they don’t like to)
- are interested in pretend play, but may confuse real and “make believe”
- play “real life” with toys like play kitchen
- welcomes and values praise for what they have done
The prime areas are those most essential for your child’s healthy development. These will help them to develop skills in 4 specific areas. These are:
- beginning to be aware of the way stories are structured
- enjoy rhyming and rhythmic activities
- awareness of rhyme and alliteration
- recognizes rhythm in spoken words
- suggests how the story might end.
- listens to and joins in with stories and poems, one to one and also in small groups
- joins in with repeated refrains
- looks at books independently
- knows information can be relayed in the form of print
- use some number names and number language
- use some number names accurately in play
- recite numbers in order to 10.
- know that numbers identify how many objects are in a set
- begin to represent numbers using fingers
- show an interest in number problems
- show an interest in number problems
- recite numbers to 10
- show an interest in shape and space
- begin to talk about the shapes of everyday objects e.g. round, tall
Understanding the World
- shows interest in the lives of people familiar to them
- remembers and talks about significant events in their own experience
- can talk about some of the things they have observed such as plants, animals, natural and found objects
- shows skills in making toys work by pressing parts or lifting flaps or achieve effects such as sound, movements or new images
Expressive Arts and Design
- enjoys joining in with dancing and ring games
- sing a few familiar songs
- begins to move rhythmically
- imitates movement in response to music
- use various construction materials
- begin to construct, staking blocks vertically and horizontally, making enclosures and creating spaces
Our aim is that all children will fulfil their potential. We recognize that all children are different and learn at their own individual pace. As we get to know each child closely, we monitor and plan for their individual development and progress whilst nurturing their special character, interest, strengths and skills.
This development and progress is shared with you throughout the year on Seesaw, our digital portfolio and during our Parent/Teacher conferences and Open evenings. During these meetings, you will be able to see your child’s learning in action, and we will share with you your child’s individual ‘Learning Journey’. This is where we record our observations of your child’s play and interactions. It enables us to track his or her progress, and to plan tailored activities that enhance his or her learning and development. Our observations, along with photos and examples of your child’s work are documented, and parents are also encouraged to add their contributions and observations.
We value and promote play as a meaningful and vital method of learning. Every day is different!
As much as possible, we provide children with the opportunity to direct their play, and choose their activities according to their interests.
Throughout the morning, the children will have access to a variety of ‘hands on’ activities, both adult-led and child-initiated
- Outdoor play
- Painting, gluing, arts and crafts
- Sand, water, play dough and other sensory activities
- Soft play, and physical development activities
- Puzzles and games, construction
- Playing with vehicles, and ‘small world’ toys Investigative activities
- Stories, music, movement, singing
- Imaginary/role play
- Circle Time and sharing news/achievements
Bruno Munari® Method
The Bruno Munari® BAPS Atelier calls for experimentation, researching and discovering autonomously. It is a method in progress, because it intends to leave plenty of room for creative actions. Each workshop is different and stimulates personal curiosity and the attitude to research. At the heart of the Bruno Munari® atelier is the didactic principle of learning by doing; the teacher acts as a facilitator not telling the children what to do.
Psychodynamic Play Therapy
Pyschodynamic Play therapy at The British American Pre School is educational and relational. It enhances the children’s ability to express themselves (through play), to communicate (understanding boundaries and listening) and to show their creativity (proposing games). The main goals are the development of emotional maturity and thought.
Jolly Music is a multi-sensory music program which incorporates singing, dancing and movement, to help children basic music skills such as rhythm, beat, tempo, pitch inner hearing and music memory. By using their body, an object or an instrument, they showcase the skill which they have learnt and have the chance to reproduce and perform it with the class, as a group, or individually. This gives children an outlet where they ca build self-confidence and performance skills (which is very important in the EYFS framework and has been proven to help the across other learning areas in class).
Respect, kindness and positive behaviour and attitude towards school life and those around us are the normal expectations at BAPS. The school is committed to creating an environment where children are motivated intrinsically and all teachers support this commitment giving verbal praise and positive recognition at every opportunity. We encourage the use of kind hands and use your words approach to assist in conflict resolution. We model ways to handle disputes and to show empathy like hugging, saying, “I’m sorry”, “Please”, “Stop” or “I don’t like that”. We look at the expression portrayed and say “She is crying because you hurt her” or “He is sad because you took the toy away”. Then we model the correct way of handling the situation, e.g. “If you want a turn with the toy you need to ask... say please”.