Northfleet Nursery School

Northfleet nursery school

“Learn to play then play to learn”

HighScope at Northfleet 


Northfleet Nursery School is an accredited centre of excellence for HighScope practice.

We work with other practitioners locally, nationally and internationally.

Recently we delivered comprehensive HighScope training to early years teachers in Sweden.

The teachers have been trained to implement the HighScope approach in their 2 settings based in Linkoping, Sweden. A further 2 settings are currently being trained.

For further information about HighScope approach Northfleet Nursery School, for training or come and visit the school to see the approach being successfully used.

What is the HighScope approach?

It began in the USA

High/ Scope began in the USA in 1962 as part of the US government’s Head Start programmes. It has been has been researched and developed over fifty years.

Research shows:

That the HighScope approach helps to improve children’s thinking skills as they start school and these skills last into adulthood


High/Scope is a way of working with young children devised from a theory of child development.

This idea is that children learn best from activities that they plan and carry out themselves.

Adult and child initiated activities

High scope gives a framework, a routine that allows staff to work with children whilst letting the children do the discovering. It provides time in the routine for both adult lead activities and child initiated activities. Time is allowed for children to try out activities, use trial and error to find out more about materials and objects, to practise and perfect their skills.

What are the Essential elements of High Scope?

  • Active Learning - Personal hands on experiences for children
  • Key experiences - Using language, representing ideas and experiences, developing logical reasoning and understanding time and space.
  • The Supportive School Environment - A nursery divided into different work and interest centres, Art room, Quiet room, Building room and the Outside learning environments so that the children can find and use the materials of interest to them.
  • Daily routine - Providing the Plan, Do and Review sequence. A consistent routine to help the children feel secure and in control as they plan, carry out and evaluate the activities they have chosen to do.
  • Child Observations - Observing children in the nursery environment adults are able to develop experiences that are geared to the needs of each child. Observations are recorded anecdotal notes of children’s activities showing their development.
  • Conflict resolution and problem solving - Children resolving their own conflicts using a problem solving approach. Conflicts offer children important opportunities for learning. Adults use the six problem solving steps to help children to build their ability to resolve issues.
  • Parental Involvement:
    • Information and newsletters
    • Text messages
    • Individual and group meetings.
    • Parent consultations
    • Informal chats

What can parents do at home?

  • Be your children’s first and best teacher.
  • Talk to and listen to children.
  • Take time to explain things.
  • Be involved in their play.
  • Involve them in everyday life.
  • Model behaviour and speech.
  • Encourage them to notice and talk about the world around them.
  • And so much more.