It doesn’t take long for the smallest babies to turn into curious, active little people.
At Milton Keynes Preparatory School, that trans- formation unfolds in a familiar, nurturing environment that prides itself on being a home-from-home.
The school’s Early Years Foundation Stage (EYFS) begins with wraparound care for children as young as two months old, continuing through to their transition into Pre-Prep. From the very beginning, every child becomes part of a community where both staff and pupils play a part in enhancing their learning and development.
The school’s nursery provision has been at the heart of the school since it opened in 1975, when Hilary Pauley initially opened a nursery for pre-school children. It quickly expanded to meet the needs of working parents, eventually evolving into a full preparatory school, taking children through to the age of 11. Throughout its growth, the school has remained committed, with the same emphasis on education in a happy family environment where they can flourish.
Today, that spirit is embodied by Emma Hanley, Head of Early Years Foundation Stage and Director of Child Welfare at the school.
Emma joined the school after finishing college and has watched her own children progress through the nursery and school. She now works alongside her own daughter, continuing the strong sense of family that defines the school.
The approach is clearly working, as a recent inspection judged the nursery provision to be Outstanding in all areas, particularly in terms of the opportunities the children are given.
“We want families to feel this is their second home,” said Emma. “Children can be here from 7.30am to 6.30pm, so it has to be a safe and welcoming place where both children and parents feel supported.
“Parents often first visit us before their babies are even born. Our relationship starts from the moment they first come in. We want to know about them and what their requirements are, meet their baby when it arrives, invite parents and baby in to get used to the surroundings. Registration is highly personal, staff listen carefully to parents’ wishes and explain every aspect of the nursery experience.
“A lot of parents love that the staff are called Aunties – it’s part of the family atmosphere we create within the nursery.
“Each age group within EYFS has its own dedicated room, the smallest babies having a quieter space away from the more active children. All children are assigned a key worker who greets them each morning and sees them off at the end of the day. The nursery is far from isolated however, and from the beginning, children are part of the wider school community. They’re gently introduced to school life, interacting with older pupils and staff members in ways that help make future transitions easier.
“An open-door policy means that parents can drop in or call at any time, and daily updates keep families informed about milestones and activities.
“As children move into Pre-Prep at around two years old, the curriculum begins to focus more closely on the seven key areas of learning: communication and language; physical development ; personal, social and emotional development; literacy; mathematics; understanding the world; and expressive arts and design. Children begin to have some lessons with subject specific teachers, in areas like music and PE. That specialist teaching increases as they get older, so that even the youngest can benefit from the expertise of teachers who are passionate about their own subjects.
“Throughout, the emphasis remains on nurturing each child as an individual. Activities are tailored to each child’s stage of development, because they are often with us from just a few months old, we really get to know them well and they are encouraged to develop at their own pace.
“And, although they have their own space across age groups, it is one school community. Older pupils regularly visit the nursery to read stories or join in with songs, while younger pupils are invited into other parts of the school for special events. These shared experiences reinforce the idea that every child is part of something bigger.
“The way I see it, each stage is like adding a new brick to a wall, layer by layer, we build confident, resilient children who are ready to get the most out of school life.”
