We provide a positive play environment for every child, so they may develop good social skills and an appreciation of all aspects of this country’s multi-cultural society. We plan learning experiences to ensure, as far as practical, there is equality of opportunity for all children and a celebration of diversity.

We maintain a personalised record of every child’s development, showing their abilities, progress, interests and areas needing further staff or parental assistance.

Activities are adapted to meet each child’s individual needs. We ensure that the educational programmes are well planned and resourced to have depth and breadth across the seven areas of learning. They provide interesting and challenging experiences that meet the needs of all children. Planning is based on a secure knowledge and understanding of how to promote the learning and development of young children and what they can achieve.

We implement the Early Years Foundation Stage (EYFS) set by the Department for Education that sets standards to ensure all children learn and develop well. We support and enhance children’s learning and development holistically through play-based activities. We review all aspects of learning and development and ensure a flexible approach is maintained, which responds quickly to children’s learning and developmental needs. We develop tailor-made activities based on observations which inform future planning and draw on children’s needs and interests. This is promoted through a balance of adult-led and child-initiated opportunities both indoors and outdoors.

Direct observation is supplemented by a range of other evidence to evaluate the impact that practitioners have on the progress children make in their learning including:evidence of assessment that includes the progress of different groups of children:

  • assessment on entry, including parental contributions
  • two-year-old progress checks
  • on-going formative assessments, including any parental contributions
  • the Early Years Foundation Stage Profile or any other summative assessment when children leave.

We acknowledge parents as primary educators and encourage parental involvement as outlined in our “Working in Partnership with Parents” policy. We build strong home links in order to enhance and extend children’s learning both within the nursery environment and in the child’s home.

We share information about the EYFS curriculum with parents and signpost them to further support via the following websites:


We encourage prospective parents to make an appointment to visit the Nursery during the day so we can show you around during a normal working routine, and answer any questions you may have. Please call us on 01536 264656 so we can arrange a convenient time. During your visit we will explain the registration process and our terms and conditions.

Should you decide to register your child you will need to complete an application form and pay a non-refundable deposit of £60.00. Upon receipt we will prepare a contract which you will be required to sign. Full details can be found in our Terms and Conditions attached here

Upon starting at Mucky Pups your child will be allocated a key worker who will complete an “All About Me” booklet with consultation and input from parents. You will be given 2-3 settling-in and introductory sessions, each lasting approximately 1-2 hours, before starting to attend. These are free of charge over a one or two week period, dependent on individual needs, age and stage of development. These sessions are key to a smooth transition and to ensure good communication and information sharing between staff and parents.


At Mucky Pups Childcare we aim to support parents and other carers to help their children settle quickly and easily by giving consideration to the individual needs and circumstances of every child and their family. Our aim is for children to feel safe, stimulated and happy in the nursery and to feel secure and comfortable with all staff. We also want parents to have confidence in both their children’s continued well-being and their role as active partners, with the child being able to benefit from what the nursery has to offer.

All our staff know about the importance of building strong attachments with children. They are trained to recognise the different stages of attachment and use this knowledge to support children and families settling into the nursery.

Our nursery will work in partnership with parents to settle their child into the nursery environment by:

  • Allocating a key person to each child and their family when they start to attend. The key person welcomes and looks after the child ensuring that their care is tailored to meet their individual needs. The key person will help to support the child and parent settling, and to build a relationship with parents during the settling in period and throughout their time at the nursery, to ensure the family has a familiar contact person to assist with the settling in process
  • Providing parents with relevant information about the policies and procedures of the nursery
  • Reassuring parents whose children seem to be taking a long time settling into the nursery and developing a plan with them
  • Encouraging parents, where appropriate, to separate themselves from their children for brief periods at first, gradually building up to longer absences, if struggling to settle
  • Assigning a buddy/back-up key person to each child in case the key person is not available. Parents will be made aware of this to support the settling process and attachment
  • Reviewing the nominated key person if the child is bonding with another member of staff to ensure the child’s needs are supported
  • Respecting the circumstances of all families, including those who are unable to stay for long periods of time in the nursery and reassure them of their child’s progress towards settling in. 

At Mucky Pups Childcare we recognise that young children will experience many transitions in their early years; some of these planned and some unplanned. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions.

Some examples of transitions that young children and babies may experience are:

  • Starting nursery
  • Moving between different rooms within the nursery
  • Starting school or moving nurseries
  • Family breakdowns
  • New siblings
  • Moving home
  • Death of a family member or close friend
  • Death of a family pet.

Staff are trained to observe their key children and to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s behaviour. 


We recognise that starting nursery may be difficult for some children and their families. We have a settling in policy to support the child and their family.  


When a child is ready to move to a different room in the nursery, we follow the process set out below and work with the parents to ensure this is a seamless process in which the child is fully supported at all stages. This may include a handover meeting between the existing key person, new key person and parents.

  • A letter will be sent to the parents advising of the proposed date for the change of rooms
  • The child will spend short sessions in their new room prior to the permanent move to enable them to feel comfortable in their new surroundings
  • The child’s key person will go with the child on these initial visits to enable a familiar person to be present at all times
  • Parents will be kept informed of all visits and the outcomes of these sessions e.g. through photographs, discussions or diary entries
  • Only when the child has settled in through these taster sessions will the permanent room move take place. If a child requires more support this will be discussed between the key person, parent, manager and room leader of the new room to agree how and when this will happen.

Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. The following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another nursery.

  • We provide a variety of resources that relate to the school, e.g. uniform to dress up in, a role play area set up as a school classroom, photographs of all the schools the children may attend. This will help the children to become familiar with this new concept and will aid the transition
  • We invite school representatives into the nursery to introduce them to the children
  • Each key person will talk about the school with their key children who are due to move to school and discuss what they think may be different and what may be the same. They will talk through any concerns the child may have and initiate activities or group discussions relating to any issues to help children overcome these
  • We produce a comprehensive report on every child starting school to enable teachers to have a good understanding of every child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning.

Where children are attending other early years settings or are cared for by a childminder we will work with them to share relevant information about children’s development. Where a child is brought to nursery or collected from nursery by a childminder we will ensure that key information is being provided to the child’s parent by providing the information directly to the parent via email or telephone.