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Nursery - 2 Year Olds​​​​​​​

Who are we? 
Richmond Hill Nursery 2's is open to children from the term after their 2nd birthday or 2 years old if fee paying until the term after their 3rd birthday.
Places are available for both Funded 2 year olds and fee paying children.
We have 10 spaces available daily term time only.

Session times: 9am - 12pm and 12pm-3pm

Session costs: Funded places or £13.50 per session. 

Lunches: School lunch can be ordered at £2 per day or parents can provide packed lunches.

For more information regarding Funded Education for 2 year olds please follow the link below:

Our routine is very flexible and very much based on the children's needs and interests, planning our curriculum around children's interests. However, as we feel it is very important at an early age to establish routines we have a very flexible timetable which is as follows...

  • Welcome
  • Adult supported free play (may include an adult led activity)
  • Snack / Lunch - Staff always sit with the children and share this very important social time.
  • Adult supported free play (may include an adult led activity)
  • Outdoor play (we make the most of our outdoors at all times)
  • Home
  • Nappies and toileting are carried out as and when needed.

We will often be outside for most of our session. The benefits of outdoor learning and exploration are huge.

Progress Reviews

When your child is 2 years old (at around 30 months,) their key worker will write a summary of how your child is progressing against the 
3 prime areas of learning:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development

This is called the Progress Review at age two and is a statutory requirement.

Meet the staff

Senior Teaching Assistant:  Mrs Little

Teaching Assistants: Miss Hardon and Mrs Kyffin

We work as part of our wider team in the Early Years and throughout school to provide seamless transitions into the maintained nursery and on to school life.

We work very closely with our Early Years team so you may also see:

Miss O'Neil, Miss Wilkinson, Mrs Barton, Miss Wilson, Mrs Scott, Mrs Jefferson

Tapestry Learning Journal

Within the Early Years Nursery 2's and through to the end of the Reception Year your child will have an online learning journal. For this we use a provider called Tapestry see for more information.

Tapestry allows us to capture some of the most precious moments from your child's day which otherwise we may not have been able to share with you. It allows us to record and track your child's learning and assess this against the Early Years Outcomes which then allows us to plan for further progression.

We also find Tapestry is an excellent way for you to be able to share some of the learning that your child has been doing at home and encourage parents to access it and upload information as often as possible.

Parents are a child's first and most important educators and when we work together the possibilities are endless.

What is a Key Worker?

Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff with responsibilities for a small group of children who helps those children in the group feel safe and cared for. The role is an important one and an approach set out in the EYFS which is working successfully in settings and in Reception classes. It involves the key person in responding sensitively to children’s feelings and behaviours and meeting emotional needs by giving reassurance, such as when they are new to a setting or class, and supporting the child’s well-being. The key person supports physical needs too, helping with issues like nappy changing, toileting and dressing. That person is a familiar figure who is accessible and available as a point of contact for parents and one who builds relationships with the child and parents or carers.
Records of development and care are created and shared by the key person, parents and the child. Small groups foster close bonds between the child and the key person in a way that large groups cannot easily do. These groups allow the key person to better ‘tune into’ children’s play and their conversations to really get to know the children in the group well. Children feel settled and happy and are more confident to explore and as a result become more capable learners.