Opening Times: 8:00am - 6:00pm
 Call us on: 029 2052 1007

Policy Statement

Little Cherubs Nursery is committed to: -
  • Offering a rich and varied curriculum
  • Creating a stimulating environment, accessible to all in which it is fun to learn and where every child can reach their potential
  • Promote equality of opportunity and anti-discriminatory practice
  • Working in partnership with parents in respect to their child’s learning
  • Provide early intervention for those who need additional support


Little Cherubs Nursery aims to encourage children to be creative, imaginative and to have fun, which in turn makes learning more enjoyable and effective. The children will be given opportunities to gain first hand experiences through play as active involvement in play is a fundamental right for all children.

At Little Cherubs Nursery we recognise play as the language of childhood. It is how children gain and embed new skills, develop their understanding and demonstrate their competencies.


The purpose of our curriculum is to support children in all aspects of their emotional, social, cognitive and physical development. It should enable them to become increasingly independent and capable learners, progress in their learning and make a smooth transition to school.

Staff engagement/enabling adult

All staff are continually:
  • Open, honest and positive
  • Provide supportive relationships with the children
  • Work with children underpinning the ethos of the key worker person to ensure good bonds are formed
  • Ensure a child feels listened to and that they feel safe and secure
  • Being enabling adults by being good role models and help scaffold positive attitudes to learning so children enjoy their experiences
  • Be sensitive and responsive to each child’s well being so as to develop the whole child
  • Carrying out meaningful interactions with the children, providing encouragement and enthusiasm
  • Providing a learning environment that is relaxed and supportive with opportunity for observation, interaction and further exploration of interests and activities

Procedures and Implementation

All staff are continually: -
  • Actively encouraging children to learn through play and follow their own interests
  • Implementing an ethos based on the Curriculum for Wales for children aged 2-5 years old and a play based curriculum for the under 2 years
  • Provide a variety of exciting activities indoors whilst also allowing for structured and unstructured play, free choice and opportunities for quiet times when needed
  • Provide activities in the outdoors where children have first hand experience of solving real-life problems and partake in discovery and risky play
  • Provide a balance of child led and child initiated activities
  • Children will experience challenge and enjoyment. We will ensure the children find their learning engaging and motivating, encouraging high aspirations
  • Personalisation and choice-we will respond to individual needs and support particular interests
  • Support in making successful transitions within nursery to primary school


We positively encourage parents to share with us their child’s interests by sending in messages and photos of what their child is doing at home or when out and about via the Famly app. We can then incorporate this into our planning.

Staff plan on a daily or weekly basis activities suitable for the age range of the group. This planning takes into account different developmental areas and also relates to the curriculum ethos the group is following. Planning is loosely based on themes allowing for space to add in for the day any of the children’s interests, staff observations or needs. Observations (planned and spontaneous)undertaken on the children also inform planning so there are clear links to what the staff have observed the children do in relation to what is being planned and carried out. Planning responds to the ongoing needs, interests and achievements of the children with learning opportunities being provided for in adult-led and child led activities. Staff evaluate daily and weekly on activities that are on offer.

Under the age of 2 years staff carry out assessments for the children based on observations to complete a picture sheet on what they have achieved and all about themselves along with a journey progression for next steps. From the age of 2 years staff carry out an initial observation report upon entering the group, then regular observations and then an end of group observation report. This shows a child’s progress and what the next steps to learning would be.

All paperwork and records are available for parents to see for their child at any time and staff are always on hand to discuss a child’s progress either informally, during one of our 2 parent’s meetings a year or at any time the parent or staff member feels it is necessary.

There is always a rich variety of activities on offer and groups use both their playrooms and messy rooms for activities with the older children having free flow between both rooms. There are strong links to UNCRC and Welsh in the planning and a strong emphasis on equality and diversity.

Good planning is the key to making learning effective and exciting, varied and progressive. Observation of what the children know and can already do informs the planning that builds on and extends their knowledge.

At nursery we are lucky enough to have 2 large gardens. Each group takes opportunity to use these daily whatever the weather. Opportunities outdoors allow for lots of exploration in our sensory garden with loose parts, the mud kitchen and the outdoor classroom. Along with the wet pour surface garden for fun on the bikes and pushchairs for the younger children to go on relaxing walks.


At Little Cherubs Nursery we are constantly observing and assessing the children, we take photographs daily to show the children’s experiences and achievements. This also informs the parents of what their child’s day has been like and gives and insight into the learning opportunities they are taking part in.

If you would like more information about the Famly app, please see the separate Famly policy.


The word pedagogy has been used for many years when referring to children’s learning but what does it mean?

Pedagogy is simply the method and practice of teaching-the way in which practitioners deliver the content of the

curriculum to the children in their setting.

Pedagogy is the:

WHY we do what we do

HOW we do what we do

To support the

WHAT skill disposition or need is being met or developed

Effective pedagogy is embedded throughout the Curriculum for Wales

Taken from NDNA Pedagogy Factsheet

Little Cherubs Nursery aims to make the learning environment provide consistent opportunities for the following:
  • Play and play based learning
  • Being outdoors
  • Authentic and purposeful learning
  • Physical literacy


Close attention is given to helping the children at Little Cherubs Nursery explore and develop their schemas. Schemas are an important part of learning for a young child, so staff observe if a child has a particular schema and provide opportunities to scaffold this learning.

What is a schema? -A schema is a repeated action often seen in the behaviours of young children.

Why are they important? -Schemas link to developments in the brain. They support children’s development and learning.

Schemas are biological- We are born with them, but the offered environment helps support development.

Schemas and learning-Schemas help us organize our thoughts and actions. They are often seen when young children are allowed to lead their play.

Taken from the Toolkit for schematic development and the curriculum for funded non-maintained nursery settings

Curriculum for Wales

At Little Cherubs Nursery our group of children aged 2-3 years and 3-5 years work in accordance with the ethos of the Curriculum for Wales.

“This curriculum recognises that every child in our setting is unique and that their development is rapid between birth and five years of age. It supports holistic development by keeping the developmental needs of our children at the forefront of our pedagogical practice” Curriculum for Wales

The curriculum is based on 5 developmental pathways which practitioners can use to ensure children are supported to make progress at their own pace and in their preferred learning environment. Holistic use of the five pathways will support authentic and purposeful learning and the realization of progression for all children.

An introduction to the Curriculum for funded non-maintained nursery settings – part of Curriculum for Wales

In fulfilling the Welsh Government’s statutory duty, this curriculum meets the following requirements:

The Four Purposes

Ultimately, the aim of this curriculum is to support children to become:
  • Ambitious, capable learners, ready to learn throughout their lives
  • Enterprising creative contributors, ready to play a full part in life and work
  • Ethical, informed citizens of Wales and the world
  • Healthy, confident individuals, ready to lead fulfilling lives as valued members of society
The needs of the child: The five developmental pathways

Central to this curriculum are five key developmental pathways that are fundamental to the learning and development of all young children. These developmental pathways are child-centered and are interdependent, having equal value in supporting overall development and progress. The five developmental pathways should be used holistically when planning learning experiences to ensure authentic and purposeful learning takes place

The five developmental pathways are:


A sense of belonging can bring positive feelings of connection with the home and the setting and can expand to the community, Wales and the wider world.


Communication involves developing listening, attention and understanding, alongside vocabulary and speaking skills.


Children are endlessly curious problem solvers who often find delight, awe and wonder in everyday occurrences.

Physical Development

All children have a natural need to move, or be moved, and to move or manipulate objects, often repeatedly, as part of their development.


Children are influences by the adults, experiences and environments they encounter. When these work together successfully, they create a strong sense of well-being for all.

If you require any more information on the Curriculum for Wales please just ask.

Above information excerpts taken from Curriculum for Wales, NDNA, CWLWM,

Under 2 years of age curriculum

Play is crucial to learning at this age. Staff will actively encourage children to learn through play and hands on learning.

The curriculum will focus on active involvement, involving child and adult initiated activities and using the outdoor environment. Children are given a choice whether to join in with activities or not and what they like to do throughout the day, there is always an open invitation to play.

Play-based learning and adult interaction is important at this age and sits nicely along with the routine of the day, allowing for care and rest routines as well. Lots of activities encourage messy play and exploration, speech and language opportunities with stories and songs and also foster independence skills by exploring outside. Fun is top of the agenda in this age group and the ability to form warm relationships between the child and their key worker is paramount.

Planning will be based around areas of learning which include:
  • Mark making/creative play
  • Sand and water play
  • Small world and exploration
  • Messy and malleable play
  • Singing and story time
  • Welsh
  • Outdoor play
  • Physical development

Early Childhood Play, Learning and Care in Wales

In June 2023 Welsh Government published 3 documents entitled A quality framework for Early Childhood Play, Learning and Care in Wales. These are the developmental pathways for children aged 0-3 years. Over the course of the next 12 months we as a setting will be looking at and implementing these documents and seeing how they impact on practice. We will update this policy accordingly as we move through the year.

Welsh Language Policy

Children growing up in Wales have the right to feel a sense of belonging to Wales and its culture and to enjoy experiences in, and of, the Welsh language. As young children spend time in nursery they can easily and successfully pick up the basics of a new language.

At Little Cherubs Nursery English is the main medium of communication. However we aim to progressively develop the children’s Welsh language skills by implementing the following:
  • Using incidental Welsh words and phrases particularly at circle time so they become familiar with these words and begin to use them themselves
  • Using Welsh books and resources such as CD’s, CD ROM’S and DVD’s
  • Singing songs and rhymes in Welsh. Repetition will allow children time to remember the words.
  • Counting in Welsh
  • Having some Welsh word labels in print displayed around nursery so that the children can begin to recognise the written language
  • Using Various resources or props to promote Welsh through play
  • Using our ‘Welsh’ resource box for activities
We will receive help from the Welsh Language Board if we need to offer a translation service to parents or need help and advice. We can translate policies on request. We will endeavour to employ Welsh speaking staff if possible and offer Welsh courses to existing staff.

If you would like to help your child speak Welsh at home here are a few helpful web sites

UNCRC (United Nations Convention on the Rights of the Child)

Policies for children continue to be underpinned by the UNCRC (United Nations Convention on Rights of the Child) and our desire to make it a reality in children’s lives.

In order to achieve this we continue to provide support for children, young people and their families.

We are able to do this by:
  • Linking education to development, child’s personality, talents, physical ability to reach their fullest potential
  • Consulting children
  • Listening and taking on board children’s interests, views and ideas
  • Involving them whenever possible with decision making
  • Following their individual views and interests
  • Protecting children from discrimination and negative portrayal
  • Always looking at the best interests of the children
  • Keeping children safe from harm
  • Promoting physical and mental heath
We provide safe, interesting places to play, positive activities, regular circle time sessions to encourage all children to have a voice and be involved in decision making, taking on board ideas and encouraging all children whenever appropriate to evaluate the activities on offer.

Please see full UNCRC policy for more details

Additional Learning Needs

Statement of Intent

At Little Cherubs we are committed to the inclusion of all children. All children have the right to be cared for and educated to develop their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs, and we work hard to ensure no children are discriminated against or put at a disadvantage as a consequence of their needs.

We believe that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child’s needs are unique, therefore any attempt to catagorise children is inappropriate.

We are committed to working alongside parents in the provision for their child’s individual needs to enable us to help the child to develop to their full potential. We are committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make full use of the nursery’s facilities. All children have a right to a broad and well-balanced early learning environment.

Where we believe a child may have additional needs that have previously been unacknowledged, we will work closely with the child’s parents and any relevant professionals to establish if any additional action is required.

Where a child has additional needs, we feel it is paramount to find out as much as possible about those needs, any way that this may affect his/her early learning or care needs and any additional help he/she may need by:
  • Liaising with the child’s parents and, where appropriate, the child
  • Liaising with any professional agencies
  • Reading any reports that have been prepared
  • Attending any review meetings with the local authority/professionals
  • Observing each child’s development and monitoring such observations regularly

Please read our full Additional Learning Needs policy for further information
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