The Unique Child

At Barrow Hedges, we provide a personalised curriculum and recognise that every child is unique. We support children to become resilient, capable, confident and self-assured learners.

Getting to Know Each Child - Supporting Smooth Transitions

We place great importance on getting to know every child well before they start with us. Many children join us from pre-school or nursery settings, and in the Summer Term our Nursery and Reception teachers meet with previous practitioners to begin to build a clear picture of each child.

Where appropriate, staff visit children in their familiar settings, allowing them to observe children in an environment where they feel comfortable and confident. We share information about each child’s development, including their social skills, independence, communication and physical development, so that transition into Barrow Hedges is as smooth as possible.

Children are invited to attend ‘stay and play’ sessions with their parents or carers. These sessions give children the opportunity to explore their new environment, meet staff and begin to form positive relationships. We carefully plan these experiences using information shared by families through the ‘All About Me’ form, ensuring provision reflects children’s interests and needs from the outset.

This information helps us to plan meaningful experiences that engage and support each child. By the time children start, they feel familiar with the environment, confident with routines and excited to return.

At the beginning of the Autumn Term, staff carry out home visits. These visits provide a valuable opportunity to build relationships with families and to understand each child in their own environment.

In Nursery, all children receive a home visit.

In Reception, children new to Barrow Hedges receive a home visit.

As children settle, we continue to build on these relationships, getting to know them deeply and responding to their individual needs. Throughout Nursery and Reception, we adapt provision to support each child’s development in line with the Early Years Statutory Framework.

Each interaction between adult and child is purposeful. Practitioners observe, assess and respond to children’s learning, using this ongoing cycle to plan next steps and support strong progress. This approach ensures that all children are well supported and continue to develop as confident, engaged learners.