The Grasshopper Classroom is designed to support children from age 2 years 6 months until they transition to primary school. 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. This mimics the Butterfly room to provide continuity. We strategically plan daily activities which integrate into these areas to complement our current educational topics and follow the evolving interests of the children. This encourages active engagement in learning while fostering confidence and self-esteem. The Grasshoppers follow a daily routine that provides consistency and reassurance for the children regarding the structure of their day, helping promote emotional well-being and supporting children to feel confident within the nursery setting.

 

As part of the daily routine, the Grasshopper children are provided with the opportunity for free-flow play where they can move independently between the classroom and playground according to their interests. This enables practitioners to utilise the entire environment effectively and observe children's development within all areas.

 

The children are encouraged to use the carpeted area during the day for quiet activities such as listening to music, reading, or resting. Staff and children gather for group sessions on the carpet, including circle time, where children discuss things like the date and today’s weather, engage in stories and participate in joint learning experiences such as phonics as they approach school readiness.

 

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 by providing them with a safe, calm space to explore and understand their emotions. It gives children a chance 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 that their feelings are valid.

 

While the Grasshoppers occupy a dedicated space separate from babies and toddlers, all children come together as a nursery when accessing outdoor areas and sometimes for meals. This is advantageous for all age groups; younger children benefit through observation and interaction with older peers, while older children have opportunities to be a good role model and demonstrate good leadership skills and be proud of their responsibility.

 

Grasshopper children also participate in trips within the local community, including regular visits to the Library, Sherborne Primary Sensory Garden, Paddock Gardens, and various shops or organisations in the town centre. These outings help our Grasshoppers to develop a sense of belonging within their community and expose them to experiences beyond the nursery environment, whilst also giving us the opportunity to teach important life skills like road sense and keeping themselves safe.

 

Our main objective in the Grasshopper room is to create a supportive and welcoming environment in which children feel valued and secure. Our approach promotes independent learning and fosters strong relationships between children and their key caregivers, ensuring that each child’s voice is listened to and respected. This foundation prepares every child for a smooth transition to primary school, supporting both their emotional development and academic readiness.

 

Getting ready for school

 

As children prepare for the transition to school, we continue to provide a supportive and structured approach. We help children develop independence, confidence, and key skills such as communication, self-care and managing routines. At the beginning of their final year at nursery, we hold a school leavers parent information evening, where we help parents understand what we mean by the term ‘school readiness’. Home learning packs are provided for each child and later in the year we ask parents to complete a questionnaire, giving them the opportunity to raise any concerns. This is followed up with individual meetings, and where necessary, interventions are put in place to support the child and get them fully prepared for school.  Practitioners work in partnership with families and local schools to share information and support a smooth transition. Where possible, we arrange for reception class teachers to come in and meet the children in their nursery environment and begin to build that new relationship. We have discussions at circle time about school, introduce a school role play area and read stories about starting school to open up conversations and build familiarity with school routines. All of this will help children feel prepared and excited for this next step. By taking a flexible, child centred approach at every stage, we ensure children feel safe, secure, and ready to embrace new experiences with confidence.

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