Learning experiences shaped around joy, play and discovery.

Yes. Our planning is informed by the Scottish early years framework and Realising the Ambition: Being Me. Practitioners use these alongside the SHANARRI wellbeing indicators (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included) to shape every part of the day.

Planning is tailored to each child's developmental stage. Babies (1–2) follow a gentle rhythm focused on attachment, sensory exploration and language modelling. Toddlers (2–3) get more structured choices around movement, early mark-making and social play. Pre-schoolers (3–5) move into project-based learning with early literacy, numeracy, problem solving and school-readiness routines.

For our youngest children the focus is secure attachment, predictable routines, sensory and treasure-basket play, songs and rhymes, tummy time, early walking, and lots of warm conversation. Each baby has a key person who tracks feeding, sleep and milestones in a daily journal shared with parents.

Toddlers explore through messy play, water and sand, role play, simple stories, gross-motor games and short group times. We support early independence with self-feeding, toilet training, dressing and tidy-up routines, and we introduce turn-taking, sharing and naming feelings.

Pre-school children take part in longer projects led by their interests, plus focused work on phonics, mark-making and early writing, counting, shape, pattern and simple problem solving. We build school-readiness through listening games, following multi-step instructions, managing belongings and confident self-expression.

We focus on the pre-literacy skills that come first — rich vocabulary, listening, rhyme, storytelling, mark-making and recognising their own name. In the pre-school year we introduce phonics and early letter formation in a playful, pressure-free way, so children arrive at primary school confident and curious.

Through everyday play: counting steps, sorting natural objects, baking, building with blocks, comparing sizes, spotting patterns and using positional language. Number, shape and measure are part of the environment, not a separate lesson.

Practitioners narrate, model and extend children's language all day, read books in small groups, sing daily and use visual cues and Makaton-style signs where helpful. If a child needs extra support we work in partnership with parents and, where appropriate, NHS speech and language therapy services.

Every child is welcomed. We follow GIRFEC, write individual support plans, and liaise with health visitors, educational psychologists and other professionals. Settling visits, environment adjustments and one-to-one strategies are agreed with parents.

We celebrate every home language. Key words, songs and stories from a child's home culture are used in the room, and we encourage families to keep using their first language at home — it strengthens, rather than slows, English learning.

Children go outside every day in all weathers (with suitable clothing). Our garden offers planting, mud kitchen, climbing, water play and loose parts. Local walks, seasonal outings and forest-style sessions are part of the yearly plan.

Screen time is kept to a minimum and is never used as a default activity. Where technology is used, it is purposeful — listening to a piece of music, looking up a child's question, or recording a project — always alongside an adult.

Key persons make short written and photo observations linked to the curriculum and wellbeing indicators. Parents receive regular updates through the daily handover, an online learning journal and termly progress conversations.

In the year before school we focus on independence (toileting, dressing, lunch routines), listening and attention, early phonics and number, managing emotions, and confident communication. We share a transition summary with the receiving school and, where possible, arrange visits.

New families are offered short, staggered settling sessions matched to the child's pace. The key person builds the relationship first, learning your routines around feeding, sleep, comforters and language, so the first full day feels familiar.

We use a positive, restorative approach: naming feelings, modelling calm, offering choices and consistent, age-appropriate boundaries. Children are never shamed or isolated. Our positive behaviour policy is available to all parents.

Children are offered freshly prepared, balanced meals and snacks with a rolling seasonal menu. Allergies and dietary needs are recorded on enrolment, displayed in the kitchen and reviewed at every meal — please discuss specific requirements with us before your child starts.

Yes. Short local walks happen regularly, and we plan seasonal outings, community visitors (dentist, fire service, musicians) and family events through the year. Parents are always informed and consent is sought in advance.

Through daily handovers, the online learning journal, termly progress chats, parent workshops and stay-and-play sessions. Your knowledge of your child shapes our planning — we treat the home–nursery relationship as a true partnership.