Big Noah’s

Big Noahs is our Pre-School children aged 3-5 years. Pre-School is located on the ground floor of the building. The Pre-School is made up of three rooms.

These rooms are light and spacious with windows at low levels. Each room is equipped with furniture and resources which cover certain learning areas.

Toileting facilities for the children’s independent use are located within the unit in order to encourage children through using the facility.

Giraffe room is used at all meal times (breakfast, snacks, lunch and tea time). Children are seated together with the practitioners to encourage social interaction.

Pre-school children have access to the main Nursery garden, during specific periods of the daily routine, where resources and equipment support the Early Years Foundation Stage.

Elephant Room

  • Mathematics
  • Understanding the World including ICT and Science
  • Communication and Language and Literacy - book corner, mark-making
  • Role Play
  • Expressive Arts and Designs - music and sound-making

Giraffe Room

  • Expressive Arts and Design including arts and crafts, tactile play and mark-making
  • Understanding the World - science
  • Mathematics

Crocodile Room

  • Expressive Arts and Design including home corner experiences (role play), small imaginative play, construction and music and sound-making
  • Communication and Language and Literacy - book corner with puppets/props
  • Mathematics


Practitioners create a well balanced curriculum that consists of free play and structured activities. Our curriculum is based entirely on learning through play.

Each child's individual needs are taken into consideration for our planning process. Activities and experiences that aim to enhance and consolidate each child’s learning are provided. These can be modified to suit all children's participation by, for example, making an activity less or more challenging.

A wide range of activities and experiences are provided to help stimulate and motivate children’s learning at their natural pace.

Children in the room are encouraged to come together and participate in an adult led activity for a period of time appropriate to their age. As children approach school age, these group times are used to promote and further develop listening/attention and participation.

These group times aim to promote social interactions between the children, their peers and their carers and also promote ‘Areas of Learning’, such as:

  • Communication, Language and Literacy – Recalling stories
  • Communication and Language –Sharing ‘news from home’
  • Mathematical development – Matching numerals and quantity
  • Physical development – Write dance activities – promotes gross/fine motor skills
  • Expressive Arts and Design – Making own rhythms
  • Personal, Social and Emotional development – Turn taking games/Speaking in a familiar group

Room Equipment

Furniture and resources used in Big Noahs Pre-School are appropriate for this age range. Resources and equipment are used in the Pre-School to provide new and exciting opportunities for children to explore independently, developing skills which they will continue to build on as they move into formal education.

A wide variety of play resources and equipment is available to promote all areas of learning. The resources aim to encourage the individual child to develop new skills such as writing for a purpose and using a computer. Practitioners also encourage children to develop their own ideas through play. For example, a large designated home corner encourages children to use their imagination and be creative, building on their own knowledge and experiences.

Communication and Continuing Language Development

Positive and valued communications are crucial in a Pre-School environment. These are encouraged at story and singing times, through planned Letter and Sound activities, music/movement sessions and throughout free play.

All practitioners understand the importance of communicating with children to help develop their vocabulary and support them in becoming confident communicators. Practitioners actively listen to and respond to the children, both during free play and in group activities. This promotes sustained shared thinking, encouraging children to share their knowledge, ideas and experiences in order to develop these ideas and build on their knowledge and understanding.

Open questions and running commentary are used to initiate conversations and encourage children’s responses, promoting interaction in a relaxed environment.

Craft Activities

Craft and tactile activities are enhanced for this age range, encouraging children to be confident to experiment when using a wide range of mark making resources, tools and media. Children are encouraged to develop their independence throughout the session by self-selecting resources available to express themselves creatively. Practitioners enhance these experiences by encouraging children to talk about their ideas, reflecting on their creations.

This type of play encourages children to develop their creative ideas and enhance their experiences in other play areas, for example making play dough food to use within the home corner or their own rocket to add to small imaginative play.

Potty/Toilet Training

We offer support and encouragement to all parents who wish to potty train their child. Every child is different, so there is no set time when your child will develop this new skill.

Positive encouragement is required by all involved in the process.

Daily Routine

This routine is used as guidance. Children are never forced to take part in activities that restrict their own interest or routine.

8.00 – 9.00 – Good Morning/Breakfast Time/Free Play in Crocodile & Giraffe Rooms

9.00 - 10.00 – Free Play -  Elephant Room (overflow room), to be opened during free play when deemed appropriate by Senior Practitioner when high occupancy - all curriculum is available in Crocodile & Giraffe rooms.

10.00 - 10.10 – Hello Song/News Time in Elephant Room/Crocodile Room (whole group unless high occupancy and deemed appropriate by the Senior Practitioner) Separate into two groups when 16+ children)

10.10 - 10.40 - Structured Play alongside Free Play - Elephant Room to be included in Structured Play alongside Free Play (when deemed appropriate by Senior Practitioner when high occupancy)

10.10 – 10.40 – Rolling Snack

10.30 - 11.00 - Nappy Changing

**10.40 – 11.40 - Outside area to be included in Structured Play alongside Free Play indoors

11.40 – 11.55 – Story/Singing/Circle Time (Senior Practitioner to organise groups depending on activity and age/stage, where appropriate to have two separate groups) leading to tick-tock song

11.55 – 12.00 – Toileting/Hand Washing/Preparing for Lunch alongside preparing children to be handed over to parents

12.00 -12.30 – Lunch Time

12.30 – 1.00 – Free Play

1.00 - 1.10 - Welcome afternoon session children as they arrive and begin Hello Song/News Time in Elephant room/Crocodile Room (Separate into two groups when 16+ children)

1.10 – 1.45 – Structured Play alongside Free Play - Elephant Room (overflow room), to be opened when deemed appropriate by Senior Practitioner when high occupancy

12.50 - 1.30 - Nappy Changing

1.45 - 2.15 – Rolling Snack

**2.15 – 2.30 -Story/Singing/Circle Time (Senior Practitioner to organise groups depending on activity and age/stage, where appropriate to have two separate groups)

**2.30 - 3.40 - Outside area to be included in Structured Play alongside Free Play indoors

3.40 – 3.55 – Group Time/Story/Singing/Circle Time  (Senior Practitioner to organise groups depending on activity and age/stage, where appropriate to have two separate groups) leading to tick-tock song

3.55 – 4.00 – Toileting/Hand Washing/Preparing for Tea alongside preparing children to be handed over to parents

4.00 – 4.30 – Tea Time

4.00 - 4.30 - Nappy Changing

4.30 – 5.30 – Free Play across two rooms (rooms to be closed down as occupancy drops – no more than 12 children in any room at a time)

5.30 – 6.00 – Free Play including wind down activities in Crocodile Room or Elephant Room

**These are the set times within the routine however, they may be adapted if practitioners feel necessary (for example it may be more manageable to finish snack before free flow starts)

Any children who have a sleep during the daily routine will be settled in Crocodile Room and supervised at all times by a practitioner.