Vision
- To provide the best care and education to the children in our charge
- To be amazed and inspired by children
- Being a great place to work where people are inspired to be the best they can
Mission
- To enhance the development and education of children under statutory school age
- To provide a safe, secure and stimulating environment
- To work within a framework which ensures equality of opportunity for all children
Who are Maryvale Nurseries Limited (MNL)?
We offer your child
- A specially tailored curriculum leading to approved learning outcomes
- 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
- The nursery is registered for 46 children aged 0 – 5 years
- Opening hours 8:00am to 6:00pm, Monday – Friday.
- Open 51 weeks of the year (closed between Christmas and New Year).
Call in, or phone 0151 548 0222 for a chat Email: littlegems@maryvalenurseries.co.uk
Little Acorns
- The nursery is registered for 24 children aged 2 – 5 years
- After school club registered for 24 children aged 4 – 11 years.
- Holiday Club registered for 24 children aged 4 – 11 years.
- Opening hours 8:00am to 6:00pm, Monday – Friday
- Open 51 weeks of the year (closed between Christmas and New Year).
Call in, or phone 0151 284 0796 for a chat Email: littleacorns@maryvalenurseries.co.uk
First Class
- The nursery is registered for 24 children aged 2 – 5 years
- Opening hours 8:00am to 6:00pm, Monday – Friday.
- Open 51 weeks of the year (closed between Christmas and New Year).
Call in, or phone 0151 531 1887 for a chat Email: firstclass@maryvalenurseries.co.uk
Bright Days
- The nursery is registered for 24 children aged between 2 – 5 years
- Opening hours 8.00am to 6pm, Monday – Friday.
- Open 51 weeks of the year (Closed between Christmas and New Year)
Call in, or phone 0151 526 7474 for a chat Email: brightdays@maryvalenurseries.co.uk
Staff
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.
Training
Key carers
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
SEND
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:
- A unique child – every child is a competent learner from birth who can be resilient, capable and self-assured
- Positive relationships – children learn to be strong and independent from a base of loving and secure relationships with parents/carers
- Enabling environments – the environment plays a key role in supporting a child’s development
- 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
How will your child learn?
Record Keeping
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.
Mathematics
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.
Literacy
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.
Food and drink
Policies
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.
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!