the toddler room at minihome nursery in stoke newington n16


The three Prime areas of learning for toddlers as outlined in the EYFS are Communication and Language development, Personal, Social and Emotional Development and Physical Development, they are all met in a cross curricular way. We also provide activities in support of the four specific areas of learning; Literacy, Mathematics, Understanding the World and Expressive Arts and Design.


Toddlers, like babies, learn from the people around them and how they are attended to, the environment that they are in and the opportunities it provides. At minihome the key worker continues to be a crucial part of each child’s learning environment. By providing a warm, loving relationship they are a secure base from which the child explores with confidence. They continue to ensure that they gather information from you on your child’s needs, likes and dislikes, developmental stage and interests. We make sure that there is regular dialogue about each child’s changing needs between the key worker and the family. As well as daily feedback we provide termly review meetings with your key worker and invite you to contribute to your child’s developmental record at least twice each term.


toddler at mini home nursery on a plank

We follow the nursery routine as outlined below, by the time that children move into this room, most of them have begun to take only one nap, after lunch, at nursery, and the routine reflects this. Toddlers are very well supported by repetition and routine. Much has changed in their world as they have developed from the baby in arms/ lying/ sitting to the walking toddler. They are no longer the passive recipients of the world presented to them by adults; they are very much on the move and seizing opportunities that they find. They find themselves amongst a peer group doing the same, so we focus on small group activities that support children to learn to share, take turns, listen and wait, with lots of adult support for managing disagreements over stuff and space.


Key workers support toddlers’ play to extend periods of interest and concentration. They model imaginative play and role-plays, such as “tea parties”. The breadth of toys increases to include appropriate puzzles, different construction systems, both large and small, bead game boards and threading equipment. There are table top activities and floor based ones.

There are collections of vehicles, animals, and other objects for small world role play as well as a role play area that might change from a homely kitchen to a restaurant or shop.


Reading, singing and action songs are adapted for toddlers to be actively involved.

Instruments for banging, shaking and blowing are available and there is movement to music. A musician comes in with their Guitar each week for a singing and percussion session.

Bags of objects are available for heuristic play.


Low steps and slopes and soft play blocks are available to develop movement. There are textured mats and cushions to feel and lie or sit on or play with.

making marks at minihome nursery


Mark making materials; crayons, pencils, chalk and paint are available also glue interesting bits and bobs for sticking.

There is sand and water play and other kinds of sensory and malleable play materials such as play dough and cornflour gloop. Adults engage with toddlers through the provision of a variety of activities that stimulate a wide range of their senses and support active involvement on the part of the child.


There is time outside every day in our garden. Toddlers engage in ball games, small circle games, chasing and catching, as well as the opportunities for exploration and discovery. We draw attention to the features of the natural world, grow plants together and investigate the mini-beasts and animals that we come across. We provide, sand, water, mud play and other types of sensory play. There are large blocks to build with, bikes and scooters and platforms to climb on and develop gross motor skills.


Outside the nursery visits may involve short local walks or journeys further afield in double buggies, to the local parks to use the play equipment, see more of the natural world; ducks, deer and birds at Clissold Park as well as the seasonal plants and mini-beasts throughout our local area. They also visit local libraries, markets and shops for fruit and vegetables for snacks or for food to use in cookery or sensory play.


Toddlers, like all children at minihome are observed by their key worker and others to plan and provide for their developmental needs. We also assess their development to ensure that any developmental issues are picked up on and appropriate action taken to support you and your toddler to access additional help if needed.


daily routine

We follow the nursery routine as outlined below, by the time that children move into this room, most of them have begun to take only one nap, after lunch, at nursery, and the routine reflects this.









08:00 -09:00

Welcome and Breakfast

Floor activities available to move on to

08:30 -09:30

Free play

The room is set up according to the continuous provision plan children are free to explore the resources. Playing in a group to develop social skills.

09:15 -09:25

Circle time (during free play)

One staff member leads a circle time. toddlers are free to join in with singing morning welcome song, find their name cards and have a story

09:25 - 09:55

Messy play activity

Planned focus messy activity is set up for toddlers to explore

09:55 -10:00

Tidy up and wash hands for snack

Staff support toddlers in washing their hands

10.00 -10:15

Snack time and nursery rhyme session

Children to be encouraged to sit on the mat when eating snack and listen to nursery a nursery rhyme and story session.

10:15 -11:40

Outside garden time
The group splits, one group in and one out, then swaps

Children are free to explore the continuous provision in the garden. One staff is to lead a focus planned activity outside.
One staff is to lead a focus planned activity inside.


Tidy up and wash hands

Staff support toddlers washing their hands

11:45 – 12:00


We support each toddler to self feed. Lunch time is a social occasion with adults sitting with the children.  We take time to talk and see this as a learning experience

12:15 -14:30

Nap time

All children are encouraged to sleep.

14:30 -15:10

Focus planned activities and continuous provision

Children are free to explore the continuous provision in the room while focus planned activities take place

15:10 -15:45

Outside garden play 

Children are free to explore the continuous provision in the garden. Adults also lead group games.

15:50 -4:00

Hand washing get ready for tea

Staff support toddlers washing their hands

16:00 - 16:30

Tea time

Children to be encouraged to eat their tea, good manners are praised and conversation is led by children and adults

16:30 -  16:45

Circle time

Story with story bag, singing, play physical games.

16:45 -17:30

Big physical free play with

Toddlers free to play with tunnels, ball’s, bikes, rockers and soft play to develop gross motor skills

17:30 – 17:40

Tidy up

Children to help put away the toys


Snack time / story/ singing



Home time

Children get collected by their parents/ carers 



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a nursery at the hert of
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