2, 3 & 4 Year Old Learning
Mixed Age-Groups
At Patcham Village Pre-school we believe whole-heartedly in the benefits and research that supports children learning and developing together in mixed age groups.
Only at key group times are our children separated; only then by stage not age; for example, at story time some children love to sit and listen to long stories with less pictures, other children, however, prefer a book with less words and more pictures.....Every child is unique.
Children in settings of mixed ages have different expectations of each other. Years of experience of working this way has shown us that younger children look up to the older children in the setting for help, guidance and contribution to their play.
While the older children look upon the younger children to need their contributions and the opportunities to demonstrate to younger children the skills they have already mastered; thus affirming that which has already been learnt and building on self-confidence as they teach others their skills.
Research carried out by Early years consultant Penny Tassoni identified too that mixed-age group settings have many benefits. At Patcham Village Pre-school we have seen older children gain confidence and empathy, while younger children gain greater ambition to join in and have access to more challenging experiences.
Our Highly skilled staff team understand the importance of differentiating provision according to children’s stages of development and do so outstandingly well.
Our Rising 5's
As children approach that final year, before starting reception, our focus is on school readiness; preparing children for big school.
We liaise closely with all receiving schools, ensuring they know our children as well as we do when they arrive on their first day. We arrange for teachers of receiving schools to visit the children in pre-school and likewise we take children to visit their soon-to-be new school so as they can show us around with a sense of pride.
We prepare children emotionally and practically for school through many activities and experiences, including role-play, small world and building on their independence.
Starting school is a big step. You may be worried that your child is not ready, but when it comes to preparing for school, you’re probably already doing more than you think.
Simple, everyday moments like chatting, playing, reading together and encouraging independence all help build the skills that help them to feel confident. It’s not about ticking off a list – it’s about small steps that add up over time.
Whether your child is starting school this September or in the years ahead, you can start to practise these skills together now. Building these habits early supports their development and helps them settle into school with confidence.
For more information follow:
Preparing for school - Best Start in Life
School Readiness
Children develop at different rates and in different ways but all children will benefit from support and preparation.
If your child has special education needs or disabilities (SEND), preparing for school can feel like a particularly emotional time and it’s important to know that you don’t have to navigate it alone. Schools are experienced at supporting children with a wide range of needs and will work with you to put the right support in place from the start.
If you have any concerns about your child’s development, your health visitor, GP or the school’s Special Educational Needs Coordinator (SENCO) will be happy to help. You can also contact your local SENDIAS service (Special Educational Needs and Disabilities Information, Advice and Support) for free, impartial guidance, or visit your local Best Start Family Hub.
What does preparing for school mean?
Preparing for school – sometimes called school readiness – isn’t about knowing the alphabet or being able to count to ten. It’s about your child building the confidence, skills and habits that will help them to feel like they belong, make friends and get the most out of their learning opportunities.
The Starting Reception website has a wealth of information and advice to support parents to help their children prepare for school. This includes hints and tips that will help with:
Communication – skills that will help them communicate their needs and experiences, in whatever way works for them, and being able to listen and follow simple instructions.
Independence – skills to help children take care of themselves, like using the toilet, with a little help where needed.
Social and emotional skills – beginning to understand their own feelings and those of others, and to play and share with other children.
Physical development – developing strength and skills through activity such as running, climbing, jumping, crawling or moving parts of their body. This could be with support for children with limited mobility.
Healthy routines – Building healthy routines that will help children stay healthy, such as limiting screen time to an hour a day or less for 2 to 5 year olds, brushing teeth twice a day and going to bed around the same time each night.
What can Parents do to help?
Using the toilet and washing their hands
It’s best for children’s bowel and bladder health to be out of nappies by 18-30 months, unless they have a diagnosed medical need such as a bowel or bladder condition. Using the toilet independently and washing their hands afterwards encourages self-care skills during the school day and helps them stay healthy.
Tips to try at home: Practise the routine together – wash hands after the loo, before meals and after playing outside. Make it fun with a short song while they wash.
Working on toilet training? Find guidance and practical tips on supporting your child with The Potty Training Guide – Starting Reception.
Getting dressed
Putting on and taking off their coat and shoes helps children during playtime, PE or through the school day. It helps your child to establish routines and learn independence.
Tips to try at home: Try to give your child time to try and dress themselves in the morning rather than rushing to help. Velcro shoes and zip-up coats can make things easier while they’re building confidence.
Eating independently
Eating their lunch independently helps children to make choices about their food and develop fine motor skills which help with lots of different activities.
Tips to try at home: Give your child plenty of chances to feed themselves during mealtimes, using whatever tools work for them – a spoon, fork, chopsticks or anything else that suits your family’s food and routine. If your child is likely to have a packed lunch at school, practise opening their lunchbox and unwrapping packaging at home. Encouraging independence at the table is what matters most.
Communicating their wants and needs
Letting an adult know if they need help, feel unwell, are thirsty or need the toilet is really important for your child’s wellbeing at school.
Tips to try at home: Help your child practise expressing their needs in the way that works for them – whether that’s saying or signing “I need a drink”, pointing to a picture card, or using a communication device. You can also help them begin to express how they’re feeling: ‘Are you feeling thirsty? Tired? Scared?’ – again, in whatever way feels natural for your child.
Remember: Every child communicates differently, verbal or non-verbal. Some children use signs, symbols, pictures or devices – whatever works for your child is brilliant. Let their school know what works best so they can support them from day one.
Listening to and following simple instructions
Listening to an adult and following a simple instruction – like ‘put your bag on the peg” is a really useful skill for your child to develop.
Tips to try at home: Play games where you ask them to copy your actions: ‘Can you touch your toes?’, or give your child one or two instructions as part of a daily routine: ‘Can you get your shoes and wait by the door?’ Praise them when they listen well, however that looks for your child.
Remember: Some children find processing instructions tricky, or may respond better to visual cues, gestures or a gentle touch alongside words. Whatever helps your child understand and feel confident is the right approach.
Interacting happily with others
Feeling at ease around other children and adults helps your child settle into school life and begin to form friendships.
Tips to try at home: Give your child opportunities to spend time with other children – at playgroups, the park or with family friends. Don’t worry if they aren’t talking to other children; just being around others and playing alongside them builds confidence over time. Follow their lead.
Remember: Some children take longer to feel comfortable interacting with unfamiliar adults or children, and that’s completely normal. Let their school know how your child tends to approach new situations so staff can support them gently from day one.
Paying attention for short periods of time
Focusing on an activity or listening to a story for a short time helps children begin to engage with learning at school.
Tips to try at home: Build short, focused activities into your routines – reading together, doing a simple puzzle, or playing a calm game. Little and often works well. Don’t worry if their attention wanders; that’s normal at this age.
Sharing and taking turns
Beginning to share and take turns helps children play with others, understand the need to wait for instructions and feel part of a group.
Tips to try at home: Look for natural opportunities during play – board games, building together, or passing a ball back and forth. Keep it light and playful. Learning to wait and share takes time, and it’s a skill that develops gradually.
Beginning to recognise and talk about feelings
Starting to recognise their own feelings – and notice that others have feelings too – helps children start to manage their emotions, build friendships and develop empathy for others.
Tips to try at home: Use everyday moments to talk about feelings: “You look a bit worried – how are you feeling?” Books and stories are great for this too – “How do you think that character might be feeling?” There’s no need to have all the answers; just talking openly helps.
Beginning to spend time away from you
Starting to feel comfortable being cared for by other trusted adults helps children feel secure when you’re not there.
Tips to try at home: If your child isn’t already in childcare, try gradually building up short periods of time with other trusted adults – family members, friends or at a local playgroup. Reassure your child that you’ll always come back and try to stay calm at drop-offs even if it feels hard, as children take their cues from us. School will also have a plan to help your child settle in gently.