When you’re leaving your child in our care, you’ll want to know that they’re going to be entertained and happy as well as safe.
Our nurseries are open between 07:30 – 18:00, Monday to Friday, which means we’re always open and ready to look after your child when you’re at work or elsewhere.
At Tommies, we provide a structured form of learning for children throughout their early years. Our wide array of activities are designed to teach young children new skills. Some of our activities include:
- Painting, drawing/colouring, gluing & sticking
- Creative play with sand/water pits
- Song & story time
- Movement & dance
- Simple cooking
All of our nurseries provide children with the chance to socialise and play with our nursery practitioners and other children, which helps them to develop important social skills and confidence that will prepare them for their next step into primary school.
At Tommies, we have embedded the Early Years Foundation Stage (EYFS) as a tool to engage children in early years learning. The EYFS allows our nursery staff to understand the learning styles of young children and create a curriculum that actively encourages children to expand their ability to learn.
One of the key benefits for children at Tommies is that they are given the opportunity to learn through play. This enables children to explore, express themselves and understand the world around them.
All nurseries are regulated by Ofsted (Offices for Standards in Education). Most people associate Ofsted with school inspections, but they also inspect early years providers to ensure that we’re providing the highest quality care and education possible for young children. At Tommies, our aim is to have all of our nurseries rated ‘Good’ by Ofsted as a minimum requirement.
Did you know?
In June 2015 the Department of Education published a research study (EPPSE) into how pre-school influences children’s outcomes later in life. Some of the key findings from the research were:
- Pre-school has a positive and long term impact on children’s attainment, progress and social-behavioural development.
- At school entry (age 5), attending pre-school improved children’s academic and social outcomes with an early start (before 3) and attending a high quality setting being particularly beneficial.
- The pre-school influence continued during secondary school. Those who attended high quality pre-school had higher attainment and better social-behavioural development at age 14 (KS3). By age 16 (KS4) there were no lasting pre-school effects on social behaviours but attending a pre-school predicted better GCSE results. This positive influence was greater for those who had started at an earlier age (before 3) or who had attended a pre-school of high quality. Beyond compulsory schooling, students who attended pre-school were more likely to go onto higher academic study, taking four or more AS/A levels.
You can download the full EPPSE study here: