Our Vision Values and Aims
At Usworth Colliery Nursery School we place children's positive well being, development and engagement at the heart of everything we do.
Our school Team and Governors are committed to continually improving our practice to provide excellent nursery school experiences and outcomes for our children.
Through excellent partnership working with our families and support services we aim to be the best and first choice early years education provision in our area.
In our nursery school
Everyone is valued and welcome.
Our children are happy and safe, as we support, encourage and care for them well.
Our children achieve and progress well, as they access engaging, motivating activities and resources every day.
Our children display effective learning and development in all areas of the EYFS, as they have access to quality indoor and outdoor play and education every day.
Our Core Values
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We are a happy, safe and caring nursery school.
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We provide an engaging and appealing learning environment.
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We respect, support and co-operate with each other.
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We encourage everyone to use their strengths and build on their interests.
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We aim for everyone to achieve the best they can.
Our Key Roles
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To provide high quality early years education and child care.
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To ensure our children achieve well and make good progress.
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To promote equality, inclusion and the value of diversity.
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To work closely with parents, carers and outside support agencies.
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To contribute to the life and well-being of our local community.
Our Key Aims
To provide equal opportunties for all of our children regardless of their starting points we will:-
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Take each child's learning and development forwards.
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Enable all children to work, play and learn together positively.
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Provide each child with a nuturing, safe and engaging environment.
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Give each child positive care, support and attention.
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Value all parents and carers as partners to enable them to engage in their child's learning.
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Encourage parents and carers to share their views to help shape the service we offer.
