Jelly Baby Room 0 - 24 months.
The Jelly Baby Room is a calm, homely environment which caters for babies and their needs to help them progress and develop in stable, comfortable surroundings. The room follows the Early Years Foundation Stage framework and offers resources needed for babies to learn, explore and develop.
The main areas of provision in the Jelly Baby Room are Physical, Exploratory, Imaginary, Comfortable and Messy/Creative. The room has a variety of sound and texture, stacking and building toys as well as shakers which provide valuable ways of learning through play.
The comfortable area offers somewhere for the children to rest and snuggle and also interact with their key person and other children to help build relationships. There is a variety of toys and resources to help aid the development of children who are learning to move. The furniture is at a low level to help those who are learning to pull to stand and walk. We provide a variety of treasure baskets for the children to explore and also carry out daily messy/creative activities to develop exploration and creativity. Every Child Is A Talker (ECAT) activities are carried out daily to develop language and communication skills.
The routine in the Jelly Baby room is flexible to allow the children to settle in and to enable us to meet their individual needs.
Messy Jelly Room 24 - 36 months
The Messy Jellies room offers a spacious, modern environment for children aged between 24 – 36 months. The room consists of the following provision areas:
Water, Sand, Malleable, Workshop, Mark Making, Small World, Construction, Role Play, Story Corner and ICT
The layout of the room is similar to the Pre School room in order for the children to have the same experiences but on a much smaller scale. This helps the children when they move up this large scale room. In each area the children have a vast range of resources to promote independence and choice. Toys in each area are changed weekly depending on next steps from individual planning or if the children have initiated they would like something out that day.
The staff observe the children spontaneously throughout the day to enable them to plan future learning, activities and experiences. Outdoor play is widely encouraged in the Messy Jellies Room and activities are often taken outside throughout the day. The children are firstly introduced to Rolling Snack and self service Lunch in this room.
Rolling snack consists of small groups of children being able to choose when they have their snack and what they would like. It enables children’s play to not be interrupted throughout the day. At Lunch time children sit together with their keyworker and are encouraged to serve themselves dinner. The children are also encouraged to clean up after themselves. Lunchtime is a social event and we feel independence is highly encouraged here. Toileting is introduced in this room and can be encouraged on a one to one basis with the child’s keyworker as there is a separate bathroom accessible easily from the room. The Messy Jellies room enables the children to slowly start to make choices, choose their own toys, gain confidence, self-esteem and be more independent.
Jelly Fish Room 36 - 50 months
The Jelly Fish/Pre School room consists of a large and very spacious, inviting room for children aged three years to attending school. The room consists of the following provision areas:
Sand, Water, Malleable, Small World, Construction, Role Play, Mark Making, Story Corner, ICT, Workshop, Music, Mathematics,
The Pre School room offers free play with keyworker and ECAT activities taking place throughout the day. Staff spontaneously observe the children whilst they are playing in order to assess and plan future activities, experiences and learning. The children are encouraged to have snack and Lunch using the rolling snack and self service Lunch method where they are able to choose when they want it or how much Lunch they would like. A member of staff is always present at snack and Lunch time to encourage conversation, interaction with peers and social interaction with the other children. Staff supervise children when playing out in the morning and afternoon and will set up activities relating to the planning of individual children.
The staff are very much involved with the children for them to have valuable outdoor experiences. Children are also taken out into the local environment, visiting the park, library, local shops, animal pens and local schools.