Achieved by:

  • Ensuring all learners receive a high-quality, ambitious education, whatever their ethnicity, culture or religion, home language, family background, attainment or gender, so that all our children have the best start in early education.
  • Inspiring each child to achieve and extend their unique potential in order to take advantage of all opportunities, responsibilities and experiences of later life.
  • Promoting confidence and the development of positive self-esteem and well-being.
  • Establishing effective, collaborative partnerships with parents, carers, the wider community, external agencies and professionals.
  • High quality interactions that support, foster, promote and develop all areas of children’s learning and development.
  • Creating a secure, happy and stimulating learning environment where all efforts are valued and respected.
  • Providing a safe and healthy environment that prioritises safeguarding at all times.

Delivering a curriculum that is motivating and exciting, broad and balanced, to maximise teaching and learning opportunities both indoors and outdoors.

This is reflected in our policies and procedures throughout the nursery.


The four themes of the Early Years Foundation Stage guidance underpin our practice and provision:


•       Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.


•       Children learn to be strong and independent through positive relationships.


•       Children learn and develop well in enabling environments.


•       Children develop and learn in different ways.


At Perry Beeches Nursery School we:

•       believe that all children are unique, developing at different rates and in their own ways.

•       support all children to develop a positive sense of their own identity and culture.

•       value and respect the rich diversity and language of individuals, families and communities.

•       support the health, safety and well-being of all our children.

•       understand the stages of child development and learning so that our curriculum is coherently designed and sequenced.

•       build upon children's existing knowledge, understanding and experience.

•       observe and assess children's needs/interests to plan appropriately for their next steps in their learning and development.

•       respect each other's feelings.

•       foster positive relationships with children, parents, carers and other professionals.

•       provide a rich and varied indoor and outdoor environment, where children play and explore, create, think critically, learn and develop with confidence.

•       deliver the seven areas of learning through planned and purposeful play activities.

•       believe that all areas of learning are connected and equally important.

•       provide first hand experiences which excite, interest and challenge children's learning through adult-led and child-initiated learning experiences.

•       provide opportunities for inspirational and open-ended learning to stimulate reasoning and problem-solving.

•       recognise the value and positive impact of reflective, professional dialogue and continuous self-evaluation.

•       are dedicated to a Healthy Schools ethos.

•       are committed to the Rights of the Child and upholding British Values.

•       support children in making the transition to the next phase of their education with enthusiasm and confidence.