Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20Early Years settings support children’s concentration and self-help skills. The provision of quiet spaces within the environment allows us to give children ‘time out’ of quite often busy family life to learn and grow. Our flexible approach to access supports both the parent and the child with separation which is a key part of the transition to school process Claire Smith – Nursery As a school nursery we create the opportunities for children to: • Separate from parents in a secure and safe environment • Socialise with other children and begin to make new friends • Build trusting relationships with new adults • Develop speaking and listening skills including opportunities to follow simple instructions • Enjoy taking turns and learning to work together to investigate and make sense of the world around them • Have early fun experiences solving problems and mark making. In addition to this we develop positive partnerships with parents that enable us to encourage families to play with, talk to, read to, sing with their children from an early age as well as supporting them to take their children to visit new places. As a school nursery attached to a children’s centre we are in an ideal situation to sign post families to activities and services to further support school readiness. Kay Lawler – Early Years Foundation Stage Leader As an Early Words Together Volunteer I help parents on a peer level, to understand the importance of play and how it is part of early learning which has a huge influence on their children being ready for school. Sharing my experiences and using the training I have been given I can explain things in a non-judgmental way such as how letting children use scissors helps to develop early writing skills. These are simple messages that as a parent you don’t automatically know Claire Linton – Early Words Together Volunteer “ “ “ “ “ “ Early Years Settings School Community It is well documented that there are many influences on school readiness. These are all interlinked and start in the antenatal period. Supporting a child to be ready for school is a journey that involves a wide range of people within a child’s life, all with differing levels of responsibility offering a range of different opportunities. Middlesbrough Incremental School Readiness Model April 2016 | 7