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  1. To provide the best care and education to the children in our charge
  2. To be amazed and inspired by children
  3. Being a great place to work where people are inspired to be the best they can


  1. To enhance the development and education of children under statutory school age
  2. To provide a safe, secure and stimulating environment
  3. To work within a framework which ensures equality of opportunity for all children

Who are Maryvale Nurseries Limited (MNL)?

Maryvale Nurseries Limited is jointly owned by Jane Weir and Les Briscoe, who started their first nursery in 1983. Both Jane and Les are qualified NNEB childcare practitioners, NVQ Assessors and Les holds a BA Hons in child education with Leadership and Management. Both have studied at John Moores University to gain a certificate of professional development. They continue to have a hands on role in the running of the four settings.

We offer your child

  1. A specially tailored curriculum leading to approved learning outcomes
  2. Individual care and attention made possible by a high ratio of adults to children

The calm, positive interaction of the staff

Our Locations

Little Gems

Little Gems Ravenscroft School, Kirkby OFSTED Reg no: EY345926

  1. The nursery is registered for 46 children aged 0 – 5 years
  2. Opening hours 8:00am to 6:00pm, Monday – Friday.
  3. Open 51 weeks of the year (closed between Christmas and New Year).

Call in, or phone 0151 548 0222 for a chat Email:

Little Acorns

Summerhill School, Maghull OFSTED Reg no: 310440

  1. The nursery is registered for 24 children aged 2 – 5 years
  2. After school club registered for 24 children aged 4 – 11 years.
  3. Holiday Club registered for 24 children aged 4 – 11 years.
  4. Opening hours 8:00am to 6:00pm, Monday – Friday
  5. Open 51 weeks of the year (closed between Christmas and New Year).

Call in, or phone 0151 284 0796 for a chat Email:

First Class

St Thomas’ School, Lydiate OFSTED Reg no: EY312979

  1. The nursery is registered for 24 children aged 2 – 5 years
  2. Opening hours 8:00am to 6:00pm, Monday – Friday.
  3. Open 51 weeks of the year (closed between Christmas and New Year).

Call in, or phone 0151 531 1887 for a chat Email:

Bright Days

St Andrews School, Maghull OFSTED Reg No; EY440928

  1. The nursery is registered for 24 children aged between 2 – 5 years
  2. Opening hours 8.00am to 6pm, Monday – Friday.
  3. Open 51 weeks of the year (Closed between Christmas and New Year)

Call in, or phone 0151 526 7474 for a chat Email:


We are proud of the ratio of adults to children in each of our settings. This ensures individual attention to the needs and development of each child.

Our staff are qualified to NVQ level 3 (or equivalent) or are working towards this standard. Each setting has a member of staff working towards the Early Years Professional Status qualification. It is our aim to exceed all guidelines for staffing level and qualifications at all of our settings.

A full list of the staff at each setting is available either from the Nursery Manager or staff boards at the setting of your choice.


Our membership of local authority Early Years Partnerships, the National Day Nurseries Association (NDNA) and the Preschool Learning Alliance ensures that we are constantly in touch with new thinking in the field of child education and care. Staff attend training courses arranged by local authority Early Years Partnership and on site training.

Key carers

(Sometimes referred to by other professionals as Key Workers)

Our key carer system gives each member of staff particular responsibility for a group of children. Each child in the group has one special adult to relate to, which can make settling into the group much easier. In addition, the key carer is in a position to tailor the group’s curriculum to the unique needs of each individual child.

Home setting, working with parent/carers through shared record-keeping to ensure that all children are supported in reaching their full potential. “Every parent

“Every parent/carer is a specialist, in relationship to his/her own child. And every carer in childhood education and care is also a specialist, in child development. The best possible start that babies and young children can have is when these two specialists come together to share their knowledge and experience and understanding with each other”

Rosie Roberts, former director of PEE


(Special Educational Needs and Disability)

The number of staff in each setting enables us to provide individual attention for each child. Each child is able to progress at his/her own rate in all areas of development and this is true for children with and without disabilities or learning difficulties. We are experienced in working in close liaison with professionals across the range of special needs. Each setting has a designated SEND co-ordinator who works closely with all staff to make sure there are systems in place to plan, implement, monitor, review and evaluate the special needs policy of the setting, always making sure plans and records are shared with parents.

Why Early Years Matters

play-based framework that acknowledges that every child is unique and that they learn at different rates and in different ways. The aim of the EYFS is to support nurseries to make sure that children from all backgrounds have the same opportunities and life chances as the most advantaged. With the EYFS parents/carers will be sure that their children, irrespective of the type of setting they attend, will get the same excellent standards of learning and care. The EYFS brings out the importance of each child being able to develop at their own pace. It focuses on ensuring that each child has a member of staff allocated to them (Key Carer) to ensure that they develop and take part in activities, mix with other children and have fun.

The EYFS is based on four principal themes:

  1. A unique child – every child is a competent learner from birth who can be resilient, capable and self-assured
  2. Positive relationships – children learn to be strong and independent from a base of loving and secure relationships with parents/carers
  3. Enabling environments – the environment plays a key role in supporting a child’s development
  4. The above three themes lead to Learning and Development – children learn and develop at different rates and in different ways. All areas of learning are equally important and interconnected.

Children are born ready, able and eager to learn. They actively reach out to interact with other people and the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments – “valuing all environments”.

Understanding the World

A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe the features of objects and substances, recognising differences, patterns and similarities, and to share and record their findings. Children are assisted in exploring and understanding their environment, both within the group and the wider community. A range of safe well maintained equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.

How will your child learn?

Within the group, all children are supported in developing their potential at their own pace. Our key carer system enables us to ensure a planned EYFS curriculum tailored to the needs of each individual child. By means of developmentally appropriate play activities and a high level of individual adult input, we offer a curriculum which leads to nationally approved learning outcomes and prepares children to progress with confidence to the National Curriculum at the age of five years.

Record Keeping

Because of our high staff ratio, we are able to implement an excellent record keeping system in which observation of the children in the group and at home are used as a basis for drawing up a curriculum for each child.

Physical Development

A range of equipment and opportunities, both indoors and out of doors, allows children to develop confidence and enjoyment in the use and development of their own bodily skills. The level of adult supervision enables children safely to create and meet physical challenges, developing increasing skill and control in moving, climbing and balancing. At the same time, children are

At the same time, children are supported in the development of the fine motor skills required to use tools, including pens, pencils and scissors, and to handle small objects with increasing control and precision.

Communication and Language

In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening and by hearing and responding to stories, songs and rhymes. Children are helped to understand that written symbols carry meaning, to be aware of the purpose of mark-making (writing) and when they are ready, to use drawn and written symbols for themselves. We have props alongside books such as pictures, puppets and objects, to encourage children to retell stories and to think about how the characters feel. We foster shared experiences that children can reflect upon, e.g. visits, cooking or stories that can be reenacted.


experience, children become familiar with the sorting, matching, ordering, sequencing and counting activities which form the basis for early mathematics. As they use their developing mathematical understanding to solve problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, position, size, volume and number. Songs, rhymes, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as adding.

Personal, Social and Emotional Development

Within the nurturing environment, children are individually supported in developing confidence, autonomy, and self-respect. They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults. Through activities, conversation and practical examples, they learn acceptable ways to express their own feelings and to have respect for the feelings of others. All children are given the opportunity, as appropriate, to take responsibility for themselves, to respect others and to the property of others.


A well-stocked reading area gives every child the opportunity and encouragement to become familiar with reading materials, able to handle them and aware of their uses, both for reference and as a source of stories and pictures. Encouraging children to add to their first-hand experience of the world, through the use of books, other texts, information and communication technology (ICT). We provide a range of opportunities to write for different purposes about things that interest children.

Expressive Arts and Design

Children are encouraged to use a wide range of resources in order to express their own ideas and feelings, and are encouraged to construct their responses in two and three dimensions. Art equipment, including paint, glue, crayons and pencils as well as natural and discarded resources, provides for open-ended exploration of colour shape and texture and the development of skills in painting, drawing and collage. Children join in with and respond to music and stories, and there are many opportunities for imaginative role-play, both individually and as part of a group. A variety of familiar resources reflecting everyday life, such as magazines, real kitchen items, telephones or washing materials

Food and drink

Children are provided with healthy snacks morning and afternoon and a healthy balanced and nutritious meal at dinner time. Any special dietary requirements can be catered for. Fresh drinking water is available throughout the day (please provide a suitable water bottle).


Our policies are to be found in the parent/carer policy folder. Please feel free to take them home and read at your leisure. (Could you inform a senior member of staff when you wish to take them home)

All our policies are designed to offer the best possible experience for the children in the group.

Our policies are reviewed on an annual basis and comments and suggestions from parents are always welcome.

The role of the Parents/Carers


  • Provide the names and telephone numbers of people we can contact in case of sickness or emergency and inform us of any changes
  • Inform us if you cannot collect your child and tell us who will do so on your behalf, with a description of what they look like and ensure they know the child’s secret password.
  • Inform us of any reasons for absences
  • Tell us of any significant happenings at home which may affect your child’s behavior in nursery

Starting nursery

  • Attend nursery with your child during settling-in time until he or she is happy to be left
  • Provide clothing that is easily washable (they will get dirty)
  • Share your child’s interests by talking with them about what they have been doing in nursery
  • Tell us about your own observations and provide comments which will be added to your child’s record
  • Discuss or write comments on the care we are providing, we welcome feedback


  • Collect your child from nursery if he or she becomes ill as soon as possible
  • Keep a sick child at home (please read sickness and illness policy)
  • Inform us if your child has contracted an infectious disease or has head lice. (This will enable us to keep an eye out with regards to the other children)

Parents as Partners

  • Research shows children achieve higher standards across all areas of development when parents/carers are actively involved in nursery life. A comment box is available in the reception area of all our settings, feedback is highly valued. We encourage parents/carers as partners. Please feel welcome to get involved.

Clothes will get dirty & wet!

As your child plays in the nursery there are many activities taking place which involve painting, playing with dough, sand, water, soil, and many more messy activities.

Although we do ensure the children wear aprons, no matter how well they are covered up they will get paint or whatever the activity happens to be on them. All paints and materials used are child-friendly non-toxic and supposedly non-staining, but we have found certain colors do stain! Please can we ask all parents/carers to ensure they only put clothes on their child/children they would not mind too much if they did get stained or messy? The mess is good quality learning!