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Welcome to our Nursery!


As of September 2016 North Tawton Pre-school closed as a parent committee run pre-school and became part of North Tawton primary school as a maintained nursery. Here in the nursery the children (known as Acorns) play and learn alongside the reception children (known as Oaks) and together we form the foundation unit. 


We are open term time and accept children from the age of 2 with or without funding. Some 2 year olds are eligible for funding for up to 15 hours per week/570 hours per year, starting the term after the child's 2nd birthday. All 3 year olds are eligible for 15 funded hours per week/570 per year, starting the term after the child's 3rd birthday. We are also offering places for children eligible for the extended entitlement also known as 30 hours funding, for more information on this please visit the 'Childcare choices' website.

Extra hours may be bought subject to availability, please ask for further details.


We have a fantastic foundation unit staff team, who will happily chat with you and answer any questions you may have, either about your child or their learning. If you are considering applying for a place we would be more than happy to show you around, please contact the school on 01837 82284 or email us direct on  to arrange a visit.


Session times

8.45am - 11.45am

11.45am - 12.45pm lunch club (added on to a morning or afternoon session)

12.45pm - 3.15pm

8.45am - 3.15pm

After school club (Twiglets) is available on Tuesday and Thursday 3.20pm - 5.20pm, please contact the school office to book a place.


If you have a child under 2 years please download a 'note of interest' form below and hand it in to school, if your child is already 2 and you would like them to start in September 2018 please download the 'application to join' form below. This form allows you to select your preferred sessions subject to availability.  






Our curriculum is guided by the government publication ‘Curriculum Guidance for the Foundation Stage’. The EYFS Curriculum sets the statutory standards that all early year providers must meet.


It has a framework of 4 main principles;


  • ‘A Unique Child’– this outlines child development and inclusive practice as well as keeping safe and well.


  • ‘Positive Relationships’– this concerns staff and parents working together and good bonds between staff and children.


  • ‘Enabling Environments’– this explains how the room is prepared and the greater outdoor environment is utilised.














Children from the Foundation Stage Unit using their Play Area

We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areasare:

· Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

· Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

· Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

  • Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.


Each area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. We make an ongoing judgement about the balance between activities led by children, and activities led or guided by adults. We respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. When planning and guiding the children’s activities, we continually reflect on the different ways that children learn. The three characteristics of effective teaching and learning are:


As the children grow older, and as their development allows, then the balance gradually shifts towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.

Bringing learning to life