Bridlington Nursery School

“Where children come first and everything we do must reflect this single goal.”

Welcome to

Bridlington Nursery School

“Where children come first and everything we do must reflect this single goal.”


                                                                      School Curriculum

When our children leave the nursery they will have developed independence, a self image and become an independent learner. Through our curriculum the children have opportunities to develop these skills using high quality resources within the environment with the support from dedicated and knowledgeable staff. The four corner stones of our curriculum are

  • STEAM- encourages to investigate, predict and test their ideas through exploration of the natural world and engage in possibilities.
  • Love of language- stems from our children's interest which promotes communication and language with peers and adults.
  • Community- inspires children to learn about the world around them bringing in professionals, diversity and inclusion within our society.
  • Forest School enables the opportunities for children to develop their interests in the natural world around them, environments, seasons, life cycles, fine and motor skills.



Please see our Policies page for our Equality Policy and Accessibility Plan.

The educational programmes, that are specified in the EYFS are fully imbedded within our curriculum. These are: Communication and language, physical development, personal, social and emotional development, literacy, mathematics, understanding of the world, expressive arts and design.


Also imbedded in our curriculum are the Characteristics of Effective Learning which are: playing and exploring, active learning, creating and thinking critically.


Our curriculum allows for these to be imbedded in an innovative way that engages and excites the children.

Our Curriculum


Bridlington Nursery School is the kind of school parents expect, educators celebrate and children adore.


Our unique curriculum celebrates the great potential of young children, with the goal of nurturing self-motivated, life-long learners.

At the core of our approach is the conviction that children are innately talented and motivated investigators, capable – with thoughtful guidance – of sophisticated inquiry across a wide range of subjects.


Our goal is to cultivate the skills that are at the foundation of a life of happiness and success: cooperative and individual problem-solving, analytical thinking, emotional intelligence and empathy, cultural competence - as well as early literacy and math skills and real-world preparation.


Our emergent curriculum is play-based, but far more than "play." It is a series of expertly guided investigations that grow from the children's own interests, which immerse them in the process and joys of real discovery.


Research consistently supports that emergent curriculum in early education – emphasizing authentic experiences rather than a rigid curriculum – leads to greater levels of information and skills acquisition, increased self-esteem and, ultimately, higher achievement. We have found this approach allows children to consistently exceed the usual educational standards, and to simultaneously develop a robust self-awareness and a joy in learning that will serve them for a lifetime.


‘Children must be taught how to think,

not what to think’

Margaret Mead.


To achieve this, our curriculum is built around a series of enquiries or projects that grow out of the children's authentic interests. They are playful – combining the power of the children's boundless curiosity with an expertly guided investigative approach that immerses the children in the process and joys of real discovery.


We use Birth to 5 matters as a guide to child development and expectation but draw the content of the curriculum from STEAM (Science, technology, engineering, arts and math). We strive for excellence at all times, aiming to inspire and motivate all children through the way in which we teach.


 Projects might last a few hours, a few days, or even a few months. At Bridlington Nursery School children have time to explore their interests, to pursue questions, create theories and extend knowledge. Project work allows children to play around with ideas in a concrete way that matches their developmental and intellectual abilities. Children come together in groups to work on projects, building collaborative problem-solving skills as they share ideas and knowledge.


 “The principles which man projects as a guide are not dogmas. They are hypotheses to be worked out in practice, and to be rejected, corrected, and expanded as they fall or succeed in giving our present experience the guidance it requires.”

John Dewey 


Each group has a key teacher. Our teacher-to-child ratio allows for plenty of one-to-one engagement and thoughtful observation. Each member of the teaching staff has outstanding experience and advanced training, for example; HLTA, Degrees, Qualified Teacher Status, and a commitment to ongoing professional development. Our practitioners spend significant time on research and development ensuring they are completely up to date and innovative.


Our approach to learning is grounded in a great respect for the child, and a dedication to research driven practice. Every decision holds us to the highest standard of creating the optimal conditions for children to learn. From the smallest details, such as ensuring a media-free centre and providing nutrient rich food, to allowing children to connect with nature daily and ensuring hands-on learning, our practice is rooted in what we value as fundamental rights of children to the best education possible.


‘Tell me and I forget.

Teach me and I remember.

                                                              Involve me and I learn’                                                                  

  Benjamin Franklin

Our pedagogy is anchored on a strong understanding of child development and human potential. Some of our practice is based on familiar early childhood experiences, like digging in mud and singing songs, while other techniques are reflective of the great research tradition and brain science in our educational community, like mindfulness and thinking protocols.

By every measure, our approach looks and feels like play, but careful observation highlights the intentional integration of skills and inquiry that makes play the most fruitful opportunity for learning and growth.


At Bridlington Nursery School children are learning from interesting provocations, thoughtful questions and rich problem-solving, in the same way that artists, scientists, mathematicians, writers, and engineers learn in the world.


Our practice of constant documentation serves as an ideal tool to measure not only the traditional learning domains and early childhood skills or milestones, but more importantly the approach to learning, character development and skills for the future that drive our curriculum and later success so we can best determine next steps.

We believe a primary role of the school is preparing children with the knowledge and skills for what comes next. This is so important in early years because what children learn in those vital first years of life will stay with them forever. 


We are dedicated to making sure we support children in reaching the highest standards of what children can achieve both collectively and as individuals. We also use assessment and screening to guide early intervention opportunities. When necessary, we refer families to appropriate services and supports to get early intervention beyond what Bridlington Nursery School can provide.


In order to ensure all children achieve their potential we enhance the curriculum by providing children with the opportunity;


  • to work within small project groups with an Artist using a range of medium (supported by National Lottery Heritage funding)
  • Take part in dance sessions from an external dance teacher
  • Take part in a range of cultural experiences and visits into school
  • Attend ‘Forest School’ and ‘Beach School’ alongside qualified practitioners
  • Home Learning opportunities including Home Learning Booklet, ‘Task Bags’, the Story Sack library and Library books
  • Roots – a supportive group for parents of children with SEND
  • Access a fully equipped sensory room
  • Access an equipped art studio
  • Access a child’s kitchen for independent baking

At the forefront of early education

We are very much at the forefront of early education. We have partnerships with Hull University, St. Johns University, York and Nord University, Norway. We are also a training location for student teachers and provide several training packages through Riding Forward Teaching School Alliance. We also regularly welcome educators from around the UK to observe and to share best practice.

We are guided by the following Principles;


Best of three worlds – Inspired by the schools of Reggio Emilia, Steiner and Montessori

  • Informed by research
  • Highly accomplished teachers
  • Parents as Partners
  • Committed to communication
  • An inviting facility
  • Community connections & outreach

As a school and a non-profit making organisation we have to always keep education at the heart of what we do. At Bridlington Nursery school this is what you can expect –


  • A head teacher whose focus is teaching & learning and improving attainment & progress
  • Qualified teachers
  • Highly qualified practitioners – the majority of our staff are level 3 or above (HLTA & degree)
  • A qualified Special Educational Needs Coordinator (BA QTS National SENDCO Award)
  • High quality resources with leaning and play focus
  • Baby & Toddler Group
  • ‘Make me a story’ Language Group
  • Highly nutritious snack

Have access to

  • An outstanding learning environment focused on natural and ‘real’ resources and materials
  • Schematic play
  • Loose part play
  • Natural resources
  • Baking


We pride ourselves on the experiences and education we provide.