Case study

Charlie, three-and-a-half years old, has been attending Cottingley Primary School nursery in Leeds for six months. When he first entered the nursery, he was very excited by the provision and eager to try everything. Staff were anxious not to dampen Charlie's motivation or to interrupt his enthusiastic investigations. But they recognised that he needed support in learning how to select and use equipment appropriately. They planned to spend one-to-one time with Charlie, in short but regular slots, showing him equipment and how to use the tools in different areas, and teaching him how to follow routines through a sequential approach. Charlie soon picked up on the basics and was increasingly able to work at activities independently. Having acquired these necessary skills, Charlie was able to develop his play further and to become a more effective learner in other areas of the curriculum. He has been keen to take on responsibilities in nursery as he has gained in confidence and become familiar with routines. He often asks if he can, for example, put the fruit in the fruit basket, or put away the bikes at tidying up time. Staff have encouraged Charlie by setting him simple tasks and praising him when these are achieved. Charlie's mother reports that he is ready to take responsibility for some aspects of his own personal hygiene at home, such as brushing his teeth and blowing his nose. She is adopting a step-by-step approach to putting on and fastening his own coat, which nursery staff are reinforcing in the setting. Charlie is encouraged to choose day clothes and pyjamas to wear at home and is starting to take on regular responsibilities, such as feeding the fish and the rabbit and sorting his toys into boxes after play. He is eager to help with the domestic chores and, with adult supervision, transfers clothes from the washing machine to the tumble dryer. Supported by the adults around him, Charlie is gaining in confidence and independence all the time.