Home Page

Welcome to

Holy Family Catholic Primary School

Per ardua ad astra

Please go to Key Information - Remote Learning January 2021 - for important information regarding our remote learning provision
Welcome to
Holy Family Catholic Primary School
Per ardua ad astra


Welcome to Nursery Learning
Key information for children, parents and carers


Nursery Team

Mrs Chan

Mrs Griffith-Jones

Mrs Daoud



 Nursery Sessions

Morning session: 8:35 am -11:30 am

All day session: 8:35am -15:15 pm



In the Early Years Foundation Stage (EYFS) at Holy Family Catholic Primary School our aims are to:


• support children to make a planned, confident transition from home to school
• provide a happy, caring, safe and secure environment for learning
• plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities
• support children to become competent and confident learners so they are able to reach their full potential
• provide a broad and balanced high quality curriculum in line with the Early Years Foundation Stage guidance
• foster positive home school links with parents and other care providers.


We follow The Early Years Foundation Stage Curriculum as detailed below. This framework is a means of ensuring high standards of early education and care that will reassure parents that their child’s development is being fully supported. It underpins all future learning by supporting and fostering the children’s personal, social and emotional well-being. It encourages positive attitudes and dispositions towards learning in the children and promotes learning through play.

The Early Learning Goals


The Prime Areas


Communication and language


Listening and attention: children listen to others one to one or in small groups, when conversation interests them. They listen to stories with increasing attention and recall and join in with repeated refrains and anticipate key events and phrases in rhymes and stories. They are able to follow directions.  

Understanding: children understand use of objects e.g. ‘What do we use to cut thing?’ They show understanding of prepositions such as ‘under’, ‘on‘, ‘top’, ‘behind’ by carrying out an action or selecting correct picture. Children respond to simple instructions, e.g. to get or put away an object and begin to understand ‘why’ and ‘how’ questions.

Speaking: children begin to use more complex sentences to link thoughts and can retell a simple past event in correct order. They use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. Children questions why things happen and gives explanations. They use a range of tenses and build up vocabulary that reflects the breadth of their experiences.


Physical development


Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


Personal, social and emotional development


Self-confidence and self-awareness: children can select and use activities and resources with help. They welcome and values praise for what they have done and enjoy responsibility of carrying out small tasks. They are more outgoing towards unfamiliar people and more confident in new social situations. They are confident to talk to other children when playing, and will communicate freely about own home and community. Children show confidence in asking adults for help.

Managing feelings and behaviour: children are aware of own feelings, and knows that some actions and words can hurt others’ feelings. They begin to accept the needs of others and can take turns and share resources, sometimes with support from others. Children can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. They can usually adapt behaviour to different events, social situations and changes in routine.

Making relationships: children can play in a group, extending and elaborating play ideas e.g. building up a role-play activity with other children. They initiate play, offering cues to peers to join them and keep play going by responding to what others are saying or doing. Children demonstrate friendly behaviour, initiating conversation and forming good relationships with peers and familiar adults.


The Specific Areas



We concentrate on developing pre reading and writing skills that children need before they learn to read or write.


Reading: children are encouraged to listen to and play with sounds in the environment as well as in spoken words. We share books and rhymes on a daily basis and encourage children to talk about the illustrations. We introduce a wide range of fiction and non-fiction books around the nursery from the very beginning to support the children’s learning and interest. They can also choose a book to take home for the weekend to help develop their love for books and reading. Daily phonic sessions are introduced towards the end of the year.


Writing: children are encouraged to make marks and write freely on both large and small scale. They have lots of opportunities to do in outside and inside settings, such us painting with large brushes, drawing with chalk, making play-dough, cake or sewing a bag, writing labels. Adults often model writing and talk to children about the marks they make. We encourage children to tell their own story, which are then scribed by staff and shared with others during our carpet time.




Numbers: children are offered with many opportunities to develop and improve their skills in counting, understanding and using numbers through practical activities. We introduce and practise simple calculating and problem solving through activities such as play dough and cake making, sewing, building or sand and water play.


Shape, space and measures: children are also provided with numerous opportunities for learning about shapes, space and measures. Adults model language of shape, space and measures while cooking or building with children. The learning environment is organised in a way to foster shape matching, e.g. 2D shadowing to correspond with 3D objects in different areas around Nursery. 


Understanding the world


People and communities: children show interest in the lives of people who are familiar to them. They remember and talk about significant events in their own experience and recognise special times or events for family or friends. Children show interest in different occupations and ways of life and can talk about some of the similarities and differences in relation to their friends or family.


The world: children comment and ask questions about aspects of their familiar world. They can talk about some of the things they have observed such as plants, animals, natural and found objects. They develop an understanding of growth, decay and changes over time as well as care and concern for living things and the environment.


Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.


Expressive arts and design


Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.