To work together as a learning community that encourages new ideas and experiences, allowing those in this community to grow and achieve their full potential in the future.             

Bring together care and education.

We feel the way to achieve this is teamwork between parent, children and staff. This requires:

  • Communication – sharing, rapport, friendship and scaffolding.
  • Support – encouragement, positive reinforcement, acceptance, satisfaction.
  • Co-operation – sharing, being valued.
  • Trust.
  • Honesty.
  • Time.

Our Values when working with the learning  community:

  • Put children and families first.
  • Support parents to realise their dreams for their children’s learning. We believe all parents want what is best for their children.
  • Support communities to realise their expectations for their youngest community members. We believe every community wants what is best for their children.
  • Our school actively promotes the fundamental values of democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths or beliefs. 
  • Our children learn right from wrong; to take turns and share; and challenge negative views and stereotypes through clear and negotiated boundaries of behaviour, children exercise choices in their play and make shared decisions about use of resources.

Our values when working with children:

  • All children have a right to equality of opportunity.
  • All children should have opportunity to celebrate their individuality with those around them, in a way that is right for them.
  • All children should have the chance to fulfil their potential.
  • All children have a right to quality relationships that promote a sense of self-esteem, confidence and self-discipline.

Our values when working with parents:

  • Parents are the prime educators of their children, and their knowledge and expertise of their child should be valued.
  • The highest quality of teaching, learning and care only occurs when parents and staff work in partnership.
  • Education is a continuous process and partnerships are a vital link between home and school.
  • We aim to support and strengthen parents’ confidence in achieving their life goals.

Fundamental British Values

The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 Early Years Foundation Stage (EYFS).
Separately, the Counter Terrorism and Security Act also places a duty on early years providers “to have due regard to the need to prevent people from being drawn into terrorism” (the Prevent duty.) The duty is likely to come into effect from July 2015. Statutory guidance on the duty is available at www.gov.uk/government/publications/prevent-duty-guidance. The Department of Education will in due course amend the EYFS to reference providers’ responsibilities in the light of the prevent duty. Gill Blowers Nursery Staff received training on ‘Prevent’ in February 2016, and will revisit regularly.

In practice
Democracy - Making decisions together:
As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development.
• Staff will encourage children to see their role in the bigger picture, encouraging children to know their view count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands.
• Staff will support the decisions that the children make and provide activities that involve turn taking, sharing and collaboration. Children will be given opportunities to develop enquiring minds in an atmosphere where questions are valued.
Rule of law -  understanding rules matter as cited in Personal, Social and Emotional Development.
As part of the focus on managing feelings and behaviour.
• Staff will ensure that children understand their own and others behaviour and their consequences, and learn to distinguish right from wrong.
• Staff will collaborate with the children to create the rules and codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand that rules apply to everyone.
Individual liberty - Freedom for all.
As part of the focus on self-confidence and self-awareness, and people and the communities as cited in Personal, Social, and Emotional Development and Understanding the World.
• Children should develop a positive sense of themselves. Staff can provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
• Staff will encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different options, for example in a small group discuss what they feel about transferring into Reception class.
Mutual respect and tolerance - treat others as you want to be treated.
As part of the focus on people and communities, managing feelings and behaviour and making relationships as citied in Personal, Social and Emotional Development and Understanding the World. 
• Staff will create an ethos of inclusivity and tolerance where views, faiths, cultures, and races are valued and children are engaged with the wider community.
• Children will acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
• Staff will encourage and explain the importance of tolerant behaviours such as sharing and respecting others opinion.
• Staff will promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s’ experiences and providing resources and activities that challenge gender, cultural and radical stereotyping.
What is not acceptable
• Actively promoting intolerance of other faiths, cultures and races.
• Failure to challenge gender stereotypes and routinely segregating girls and boys.
• Isolating children from their wilder community.
• Failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.

How do we realise these values in practice?

  • We allow time to build relationships through pre-admission groups before transfer from home to school.
  • We build upon these relationships through regular home visiting.
  • We provide you and your child with a key worker, to ensure you have a consistent carer with whom you and your child feel secure and comfortable.
  • Information on your child’s progress is recorded in a named booklet (profile) for staff and parents/carers to share learning experiences.
  • Daily routines and activities help your child feel safe, secure and confident to explore the curriculum.
  • Staff are highly qualified and experienced in the caring and teaching of young children and babies. Staff stimulate, encourage and value your child’s early years development.
  • Staff will always make time to listen and offer support where needed.


Copyright 2012. By www.nurseryweb.co.uk.