Nurture, Learn, Grow

Blue Bubble Group 

Miss Emily Cope L3 Assistant Manager


Miss Jessica Surman L7 UQ

Emily has worked for us for 6 years. Emily started with St Osmunds Preschool as an Apprentice she has worked extremely hard to achieve her qualifications in Early Years L2 & L3 . As an Assistant Manager & key-person she is  responsible for a few children in her group and the learning environment of the room too with Siddika the deputy. 

Jessica has worked for us for 7 years. Jessica started with St Osmunds Preschool as a bank worker in 2013 whilst at university. Jessica has achieved her Master Degree in Criminology and is waiting for a place to join the Police Force.  Jessica  has many qualifications in supporting children with additional needs. As a key-person she is  responsible for a few children in her group and the learning environment.

Each child when they are settling in chooses their key person. This key person is a special adult your child can relate to, which can make settling into the group very much easier. The key-person is in a position to help tailor aspects of the curriculum to the unique needs of each individual child via planning meetings. The key-person maintains links with the child’s home setting, working with parents through shared record keeping to ensure that all children are supported in reaching their potential. These notes can be viewed at any time by making an appointment to ensure appropriate time is allotted for discussions. 

Both key people Emily & Jessica have qualifications in First Aid, Food Hygiene and Safeguarding/Child Protection.All trained and up to dated yearly with all aspects of child protection safeguarding procedures and policies. Emily and Jessica are qualified in Makaton child sign language.  Emily is a Forest School Leader she has been having fun exploring the Forest school within the grounds of the Primary school's woodland area. All the staff had Forest school training in the summer 2019 and we have been given a small area of the Primary school grounds a small woodland area to explore and develop. 

So please parents always pack wellington boots and a rain coat because whatever the weather we are out making dens, climbing trees, making mud pies, planting vegetables and having fun exploring all our senses! 



  THE TERM      Phonics a link for parents for more information 



The children who are starting school this year will be learning phonics. We use Jolly Phonics as parents you can help your child at home too.

What is phonics? Phonics is a way of teaching children to read quickly and skillfully.

They are taught how to: recognise the sounds that each individual letter makes; identify the sounds that different combinations of letters make – such as ‘sh’ or ‘oo’; and blend these sounds together from left to right to make a word. Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.

Why phonics?

Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment.

Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’. This includes children who find learning to read difficult, for example those who have dyslexia.


  Other activities 

  • Baking every term – day to be arranged
  • Yoga weekly
  • Learning Walks 
  • Story time daily – story making using sacks you can take home and share with your child.
  • Homework- next steps of development that you can work with you child at home too.
  • Please talk to me any time should you have any concerns, activity ideas, want to help out on trips, have any expertise in an area.
  • Please note this is an overview of learning and every 2 weeks I will as your child's key person share with you a detailed outline of activities which will include the learning objectives.
  • Your child will start to use the language ’Learning choice’ and ‘work’ rather than ‘play’. This is to differentiate between playtimes and learning time. The preschool activities will still be play based but moving towards a more structured learning environment. Please use this language at home when discussing preschool
  • Teaching the children about British Values through the seven developmental areas.
  • Daily gross motor exercises includes gymnastic, dance and core strengthening skills


Your Children’s Learning Journeys: 

Parents are welcome to add to your child's learning journey book which can be found in their draw. It is important that we share information regarding any ‘WOW’ moments. If your child does something in their development such as riding their bike or saying a new word we would like you to share this by putting a ‘WOW’ sheet in their learning journey or on the WOW Tree!


In your child’s learning journey book your child’s key person will identify next steps. These are for us to aim for in Preschool with your support in the home environment. They are statements from the ‘development matters’ in the Early Years Foundation Stage curriculum which enable us to recognise stages of your child’s learning and then plan for their future development.


We often get comments from parents saying ‘my child can already do this at home’ and whilst that information is invaluable to us, unless we have observed it in Preschool we cannot assume that they have reached a certain stage of development and so we plan to provide opportunities for progress in this area. Please make an appointment to speak to me or your child’s key person if you feel unsure about anything. If enough parents show an interest I am happy to hold a discussion evening around the Early Years Foundation Stage curriculum and learning & development. Let me know if you would find this useful.

Record Keeping

A learning and development record is produced from observations and photographs of the individual child-which are used for planning and assessing. Termly reports are provided for parents which indicate the child’s next steps for learning. This ensures both parents and preschool are working towards the same goals. Parents evenings are scheduled twice a year giving the parents the opportunity to look at their child’s file and talk to the key person.



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Carmelite Way off Exeter St, Salisbury, Wiltshire, SP1 2SG