Our Learning Spaces
Our Learning Spaces
At HETTY Preschool, our environment is thoughtfully organised into different areas so that children can explore, play, create, relax and learn in ways that meet their individual needs and interests.
Children can move between the different areas throughout the day, allowing them to make choices, develop independence and take an active role in their own learning. Our experienced staff support and extend children’s play while ensuring that every child feels safe, secure and included.
Fergus Area – Imaginative and Role Play
The Fergus area is arranged like a small home and provides a welcoming space for imaginative and domestic role play.
Children can recreate familiar experiences such as preparing meals, caring for dolls, dressing up, shopping and looking after their home. This type of play helps children to develop their communication, imagination and understanding of the world around them.
Playing alongside others also encourages children to:
- share ideas and experiences
- develop friendships
- take turns and cooperate
- explore different roles
- express their feelings
- build confidence when communicating
The resources are changed and extended in response to the children’s interests and the experiences they bring from home.
Our Main Learning Area
Our main area contains a variety of carefully planned activities based on our current topic, the children’s interests and the next steps identified by their key people.
Activities are adapted so that every child can participate, including children who may need additional support or a different way to access the experience.
Children are encouraged to explore, investigate and make their own choices. Staff observe their play, join in sensitively and introduce new vocabulary, questions and ideas to extend their learning.
Construction and Creative Building
Our construction area gives children opportunities to design, build and create using a wide range of resources and materials.
These may include:
- wooden and plastic blocks
- bricks and connecting materials
- boxes and recycled resources
- tubes, fabric and natural materials
- vehicles, figures and small-world resources
- tape and joining materials
Children may work independently or cooperate on shared creations. Construction play supports imagination, problem-solving, early mathematics, physical development and communication.
Children learn to develop an idea, try different approaches and keep going when something does not work the first time.
Rolling Snack
Our main area is also where we offer rolling snack. This allows children to choose when they are ready to pause their play and have something to eat or drink within the available snack period.
Children are encouraged to come to the snack area independently. They select their photograph from the display when attending, which helps staff monitor who has eaten and had a drink. Staff continue to supervise the area and ensure that every child is offered snack and remains safe.
Rolling snack helps children to:
- recognise when they are hungry or thirsty
- make appropriate choices
- develop independence and self-care skills
- practise pouring, serving and tidying away
- enjoy conversations with other children
- develop confidence in a relaxed social environment
Children’s dietary requirements, allergies and individual support needs are always followed.
Edward Room – Art, Creativity and Messy Play
The Edward Room is our dedicated art, craft and messy-play area. It gives children the freedom to explore different materials, textures, colours and creative techniques.
Children may experience:
- painting and drawing
- collage and model-making
- dough and clay
- sand and water
- foam, bubbles and other sensory materials
- printing and mark-making
- cutting, sticking and joining
We focus on the creative process rather than expecting every child to produce the same finished result. Children are encouraged to experiment, make decisions and express their own ideas.
These experiences support creativity, sensory development, concentration, fine-motor control and the early skills needed for writing.
Gordon Room – Rest and Targeted Learning
The Gordon Room provides a quieter space for children who need to rest or sleep during the day.
Children’s individual sleep routines are discussed with their families. In accordance with our sleep and rest procedures, a member of staff remains in the room and regularly monitors children while they are sleeping or resting.
The room is also used for smaller, carefully planned activities and targeted support. A quieter environment can help children concentrate and participate without the distractions of a larger group.
Targeted activities may support areas such as:
- speech, language and communication
- listening and attention
- early literacy and mathematics
- social interaction
- emotional development
- fine-motor skills
These activities are planned around each child’s individual needs and are delivered in a positive, enjoyable and supportive way.
Percy Room – Calm, Comfort and Stories
The Percy Room is arranged as a peaceful and calming area where children can take some quiet time away from the busier parts of the setting.
Children can settle into a comfortable space, snuggle up with a book, share a story with an adult or simply enjoy a few moments of calm.
The room supports children to:
- develop a love of books and stories
- relax and regulate their emotions
- enjoy quiet conversations
- build listening and attention skills
- recognise when they need a calmer space
Books and resources are chosen to reflect children’s interests, families, cultures and experiences.
Rocket Preschool Room
Rocket Room is our dedicated preschool learning environment for children in the year before they start school. It provides purposeful, age-appropriate experiences that build on each child’s interests, development and existing knowledge while supporting their growing confidence and independence.
Children attend Rocket Room on a rota basis rather than spending the whole week there. This allows every child to benefit from focused preschool learning while continuing to enjoy our mixed-age environment, outdoor provision and wider HETTY community. Children remain with the same key person throughout their time at HETTY, providing consistency and a secure sense of belonging.
Ms Solange Wood is our teacher at HETTY Preschool. Sara Campbell and Nicole Francis support children’s learning in Rocket Room, alongside members of our wider staff team, who work within the room on a rota basis throughout the week. This enables children to benefit from the knowledge, experience and positive relationships of our whole team.
Our curriculum is consistent across Rocket Room and the mixed-age learning environment. Little Wandle Foundations and First4Maths are delivered throughout both areas, ensuring that children receive continuous learning opportunities wherever they are playing. Little Wandle Foundations develops early communication, listening, language and phonological awareness, while First4Maths supports children’s early mathematical understanding.
Learning remains play-based and includes small-group activities, focused teaching, shared stories, problem-solving and meaningful real-life experiences. Activities are adapted to reflect each child’s developmental stage and individual needs, helping them develop the communication, independence, resilience and self-care skills that will support a positive transition to school.
Keeping Children Active
Physical development is an important part of every child’s day at HETTY. As well as making full use of our outdoor environment, we provide opportunities for children to move and be active indoors.
Depending on the space and activity, children may enjoy:
- music and movement
- dancing and action songs
- yoga and stretching
- obstacle courses
- balancing and coordination activities
- throwing, rolling and catching games
- energetic imaginative play
These experiences help children to develop strength, balance, coordination, body awareness and confidence in their physical abilities.
Learning Through Play
At HETTY Preschool, we believe children learn best when they are engaged, curious and actively involved in meaningful experiences. Our curriculum is underpinned by the ethos of learning through play, recognising that play supports children’s development across all areas of learning.
Through play, children explore, build relationships, solve problems and make sense of the world around them. Children learn through self-led play, carefully planned experiences and high-quality interactions with skilled practitioners.
Practitioners observe children’s interests, schemas and play patterns, joining play to model language, extend thinking and deepen learning through sustained shared thinking and responsive interactions.
Children are supported to take appropriate risks within safe, carefully considered environments that promote wellbeing, confidence, resilience and independence.