We are a Maintained Nursery School and are part of the Chester West and Chester Local Authority. You’ll find us in Handbridge between Overleigh St. Mary’s CE Primary and Chester Catholic High School. We are a separate school with our own headteacher and Governing Body; we are neither part of the Primary School nor the High School.
Finding us can sometime be difficult as you can’t see us from Old Wrexham Road. View details on how to find us.
The ethos of the school is based around our aims the principles of Early Years Education and Every Child Matters. We aim to work in partnership with parents to allow children to develop their full potential and to give them the best start possible to their educational career. If you want to know more ask us.
We offer 15 hours of high quality Early Years Education per child per week; free at the point of delivery.
As we are a state school we operate in the same way as other schools in the Borough. We are open to children for 38 weeks per year (190 days) over three terms - Autumn, Spring and Summer. We have three hour morning and three hour afternoon sessions (Free Entitlement). The core opening times are from 0845 to 1145 and from 1230 to 1530. It is possible to purchase extra time at the school.
We offer a broad and balanced curriculum appropriate to the needs of the children in our care. The range of activities and experiences we offer are concerned with the young child’s emotional, social, physical, aesthetic and intellectual development. For the curriculum to be effective it needs to be well planned and to take into account the fact that children develop at different rates and have different interests. Play is paramount and children learn best through first-hand experience, having FUN and enjoying what they do. Our motto is "Where Learning is Fun" and we really do mean it.
We have an integrated Language Project providing support for Language and Communication skills with a trained and qualified member of staff and a Speech and Language Therapist.
We have made a decision to use the word ‘parent’ at our school to describe any person who has parental responsibility in looking after a child rather than purely a biological parent. If you would prefer to be known by another term please let your Key Worker know.
- To acknowledge Parents’ fundamental role in supporting their child’s learning and to create a partnership, based on shared responsibility, understanding, mutual respect and dialogue
- To enable children to learn in an environment where they are safe, valued and confident
- To enable children to grow as independent learners
- To value children’s personal and social achievement
- To make learning fun
- To provide a stimulating and exciting learning environment, which encourages children to enjoy school?
- To provide a Foundation Stage curriculum relevant to the needs of all children
- To encourage in each child tolerance, understanding, respect and concern for others, and a caring attitude toward their environment; enabling children to make a positive contribution to their world
- To maintain links with the schools we feed into, enabling the smooth transfer of our children into infant/primary school
- To identify and support children with special needs, and to maintain links with the appropriate outside agencies
Every Child Matters
- Physically healthy
- Mentally and emotionally healthy
- Sexually healthy
- Healthy lifestyles
- Choose not to take illegal drugs
- Parents, carers and families promote healthy choices
- Safe from maltreatment, neglect, violence and sexual exploitation
- Safe from accidental injury and death
- Safe from bullying and discrimination
- Safe from crime and anti-social behaviour in and out of school
- Have security, stability and are cared for
- Parents, carers and families provide safe homes and stability
Enjoy and achieve
- Ready for school
- Attend and enjoy school
- Achieve stretching national educational standards at primary school
- Achieve personal and social development and enjoy recreation
- Achieve stretching national educational standards at secondary school
- Parents, carers and families support learning
Make a positive contribution
- Engage in decision-making and support the community and environment
- Engage in law-abiding and positive behaviour in and out of school
- Develop positive relationships and choose not to bully and discriminate
- Develop self-confidence and successfully deal with significant life changes and challenges
- Develop enterprising behaviour
- Parents, carers and families promote positive behaviour
Achieve economic well-being
- Engage in further education, employment or training on leaving school
- Ready for employment
- Live in decent homes and sustainable communities
- Access to transport and material goods
- Live in households free from low income
- Parents, carers and families are supported to be economically active
Taken from Every Child Matters
Principles for Early Years Education
- Learning begins at birth
- Education and care are inseparable - quality care is educational and quality education is caring
- Quality education and care require well-trained, and qualified, practitioners who receive on-going training and support
- Every child develops at his or her own pace but adults can stimulate and encourage learning
- All children benefit from developmentally appropriate education
- Quality planning, assessing and skilled and careful observations are important to help children to learn
- Cultural and physical diversity should be respected and valued: a proactive anti-bias approach should be adopted and stereotypes challenged
- Learning is holistic and cannot be compartmentalised: trust, motivation, interest, enjoyment and physical and social skills are as important as purely cognitive gains
- Young children learn best through play, first-hand experience and talk within a learning environment which is stimulating, challenging and appropriately resourced
- Practitioners should work in partnership with parents / carers who are their children’s first educators
These principles are based on those outlined at the Early Childhood Education Forum from Quality in Diversity but have been assessed and amended by the staff.