The Butterfly Room is specifically designed to support children from 3 months to 3 years. The environment is organised according to the seven areas of learning outlined in the EYFS framework and incorporates both the children's interests and their individual developmental goals. Activities are planned daily and integrated into these areas to complement our current topics and follow the interests of the children. This approach encourages the children to be actively engaged in their learning while building their confidence and self-esteem. The room follows a consistent daily routine to offer stability and reassurance for the children, whilst maintaining flexibility to accommodate each child's individual needs. We regularly update the room to reflect children's evolving interests and developmental needs. We keep parents informed of any changes in the room by providing photos showcasing updates to the environment via the Famly App. Parents are also invited to monthly Stay & Play sessions, so they can experience the space for themselves.

 

The room includes a designated space specifically for non-mobile children. This section is thoughtfully arranged to ensure safety while encouraging exploration and is equipped with resources that will engage our youngest children. It provides chances for tummy time, sensory play, and supports the development of strong connections with the adults who are looking after them. 

 

A designated sleep area is provided within our classroom for children who nap during the day, which can be separated from the main activity space using a curtain. Children under one year rest in cloud cots, while older children use sleep mats.

 

We recognise the importance of children learning to regulate their emotions and have a designated space in both of our rooms which supports this. These areas are calm spaces which children can either access independently or supported by an adult. We rotate the resources on offer which can include things such as feelings beanbags, sensory toys and emotions books. These spaces are referred to as our Feelings Area and ensure that the children are taught strategies to support their emotional regulation and provides them with a safe, calm space to explore and understand their emotions. It helps children to pause, reflect and regulate. A feelings area promotes independence and self-regulation, rather than escalating challenging behaviour. Children learn that they can choose to visit the space when they need to calm or for comfort. This supports emotional development by helping children to name emotions and understand feelings are valid.

 

Overall we aim to provide an environment that creates a seamless transition for children from home to nursery. During a child’s initial settling session, together with parents, we develop each child’s learning journey. This ensures we have details of their daily routines at home, and we can mirror these at nursery as much as possible.

 

Transitioning to our Pre-school room (Grasshoppers)

 

Our practitioners carefully support children as they transition into the preschool room and then later to school, recognising these as important milestones in their development. When a child is ready, typically between the ages of two and a half and three, we ensure the move into our preschool room is gradual, positive and tailored to their individual needs. Parents will be invited to a meeting with their child’s new key person to discuss the transition, ensure all their child’s information is up to date, and discuss any worries they may have.

 

We begin with short visits to the preschool room, supported by their Butterfly key person, allowing children to become familiar with the new environment, routines, and adults, while still having the security of the Butterfly room. Practitioner’s work closely together to share information about each child’s interests, needs and development, ensuring continuity of care and learning. Practitioners from both rooms, work together to offer reassurance, encouragement and consistency, helping children to build confidence and form new relationships at their own pace.

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