Our Ethos
At Towntree Preschool, we want every child to feel safe, happy, valued and part of our family. We pride ourselves on creating a warm, nurturing and welcoming environment where children feel secure, develop trusting relationships and are encouraged to become increasingly independent.
We believe that children are capable and competent, and that children learn best through play, exploration and meaningful experiences. We provide children with time, space and freedom to make choices, follow their interests and explore their environment at their own pace.
Children are at the heart of our practice. Our sessions have a broad plan, but we do not believe children's learning should be restricted by a fixed programme of activities. Our experienced staff observe children throughout the session, know their individual interests, strengths and needs, and use this knowledge to plan in the moment.
If children show a particular interest, we respond to it.
For example, if children repeatedly use building blocks as dinosaurs, we may introduce dinosaur figures, books or other resources to extend their play. In this way, children's interests become opportunities for learning.
Staff join children's play when appropriate, introduce new vocabulary, extend language, ask thoughtful questions and provide resources that encourage children to explore their ideas further.
Our weekly planning is shared with families through Tapestry, helping us to reflect on children's experiences and communicate how we are supporting their learning.
Learning through play and exploration
Our environment is designed to encourage children to make choices and become independent learners. Children can freely move between our indoor and outdoor areas and choose from a range of experiences and resources. These include creative opportunities, construction, role play, books, balancing and physical play, sensory and calming spaces, and a wide range of outdoor resources. Resources are accessible to children so that they can select what they need, use their imagination and develop their own ideas. Children are encouraged to help themselves, make decisions and take responsibility for returning resources when they have finished.
We provide adult-led experiences such as stories, dancing, Bear Hunt activities and other planned experiences, while recognising that children may choose whether to participate and may continue their own play and exploration.
Developing independence
We believe independence develops when children are given time, encouragement and appropriate responsibility. Rather than doing things for children that they can begin to do for themselves, we encourage them to have a go. Children are supported to serve their own snack, access resources, tidy away, manage their belongings and develop their self-care skills, including using the toilet and putting on their coats when they are ready.
We support children to develop the confidence to try, make mistakes, try again and ask for help when they need it.
Relationships matter
Our relationships are at the centre of Towntree.
We aim to be warm, nurturing, respectful and playful in our interactions with children. Our longstanding and experienced staff know our children and families extremely well. Many staff have been part of Towntree for many years and have cared for older siblings of children who currently attend. This continuity helps children to feel secure and known. Staff understand children's personalities, interests, communication styles and individual needs, allowing them to respond sensitively and appropriately.
We want children to know that the adults around them will listen to them, support them and celebrate their achievements.
Supporting children's emotional wellbeing
We recognise that young children are still developing their ability to understand and regulate their emotions. We respond to children's behaviour with calmness, kindness and understanding, recognising that behaviour can communicate a feeling, need or difficulty.
We use consistent, positive language such as "kind hands" and "good choices", helping children understand expectations while supporting them to manage their emotions. When children become overwhelmed, they can access our calm area, where they can have some quiet time with books and cushions. Staff support children to regulate and reconnect rather than using this space as a punishment. We work closely with parents and carers when children experience difficulties, sharing information and working together to find approaches that support the individual child.
Every child belongs
We believe every child should be able to participate, regardless of their individual needs. We adapt our resources, communication and expectations so that children can take part meaningfully in experiences. We consider individual needs when planning activities and make reasonable adaptations where necessary. For us, inclusion means adapting our practice to the child rather than expecting every child to learn or participate in exactly the same way.
Working with families
We see parents and carers as important partners in children's learning and development. From the initial visit, we take time to learn about each child, including their previous experiences of separation, interests, routines and individual needs. We use information such as our All About Me to help us understand the child before they begin. Our staff are available at the door each day to welcome children and speak with parents and carers. We also use Tapestry to share information and communicate about children's experiences.
Termly reports and next steps help us work collaboratively with families and provide opportunities for parents to share what their child is doing and interested in at home. When children develop a new interest at home, we can use this information to inform our provision and extend their learning at preschool.
A connection with our community
We believe children benefit from understanding the world around them and experiencing their local community. We make use of our connection with the Methodist church and welcome visitors such as the police, fire service and dentist. We also explore different cultures, traditions, families and celebrations, including experiences linked to Diwali and Chinese New Year. We encourage children to notice similarities and differences and to develop respect and kindness towards others.
Preparing children for their next steps
We want children to leave Towntree feeling confident, capable and ready for their next adventure. We support children to develop communication and language, physical development, early literacy and early mathematical understanding alongside their personal, social and emotional development.
We value practical independence too — being able to manage their belongings, put on their coat, use the toilet when developmentally appropriate, communicate their needs, make friends and ask for help.
We work with local schools, welcome teachers into the setting and share information about children's development and needs to support a positive transition.
What we hope children take with them
Above all, we want children to leave Towntree knowing:
I am safe.
I am valued.
I can explore.
I can be kind.
I can make friends.
I can do things for myself.
And I know that the adults around me believe in me.