Five rooms, and the reasons they are different

The smallest room we run, and the quietest. Feeding, sleeping and nappies follow your schedule rather than ours, and we write down every one of them so you can see the day you missed. Most of an infant's morning here is floor time, being carried, and being talked to.

Full days only. Your child's own sleep and feed times.

The walking year. Rooms are set up so that almost everything is reachable, because a toddler who can get their own book is a toddler learning to decide. Language explodes in this room, so educators narrate constantly, in whatever languages the children bring with them.

Full days, or three fixed days a week.

Where children stop playing beside each other and start playing with each other, which is harder than it sounds and takes most of a year. Educators spend this year coaching the hard parts: waiting, sharing, saying what you want with words rather than teeth.

Full days, or three fixed days a week.

Long uninterrupted stretches of play, because that is when the real thinking happens. Educators watch what a child is already deep in and build the next question into it. This is where a fascination with worms turns into counting, sorting, drawing and a great deal of arguing about worms.

Full days, or three fixed days a week.

The year before school. Less about letters than about the things that actually decide how September goes: managing your own coat and boots, asking an adult for help, sitting with a group, and finishing something you started even when it stops being fun.

Full days. Before and after school care by arrangement.