Our centre is open Monday to Friday from 7.30 am to 6.00 pm. We do not have fixed drop-off and pick-up times, so families can organise their day flexibly. However, to minimise disruption to the educational programme and the children’s group activities, we recommend that you do not drop off or collect children during morning circle, mealtimes or rest periods. This allows the children to take part in group activities undisturbed and experience important everyday situations together.

The crèche consists of two groups, each with ten children aged between 8 weeks and 3 years. The nursery also comprises two groups, each with 20 children aged between 3 and 6 years.

Due to our long opening hours, our team works in shifts. The number of staff present therefore varies depending on the time of day.

We comply with – and even exceed – the statutory staff-to-child ratio at all times. Our childcare professionals are supported by trainees, students, volunteers on the Federal Voluntary Service (FSJ) and work experience students. In addition, our domestic and cleaning staff ensure that our childcare professionals can concentrate on looking after and supporting the children.

At STUGGIKIDS, we follow a holistic, child-centred educational approach that provides individual support within a group setting. Our focus is on social skills, independence, language development, physical activity, creativity, experiencing nature, and bilingual care (German/English) based on the immersion method. All our staff work according to a shared educational framework, which is regularly reviewed and refined.

At our centre, English and German are taught using the principle of bilingual immersion. This means that the children do not learn the languages through traditional lessons, but experience them naturally as part of their everyday lives. The childcare staff consistently speak either German or English (one staff member = one language), so that the children pick up both languages through everyday situations, play, routines, songs and conversations. In this way, the children grow up in a bilingual environment in which English and German are naturally integrated. The aim is for the children to understand both languages in a playful way, without any pressure, and to gradually be able to use them actively.

Our settling-in process is based on the Berlin Model and is tailored to the individual needs of each child. The aim is to build a relationship of trust between the child and their key worker and to give the child a safe and positive start to their daily life at the nursery.

The settling-in process is divided into five phases: the introductory meeting, the initial phase with a familiar key carer, the first attempt at separation (usually on the fourth day), the stabilisation phase with gradually longer periods of separation, and the final phase.

For a successful settling-in period, with the aim of full-day care, families should generally allow four to six weeks. However, how long the settling-in period actually takes depends on the child’s individual pace and needs. We support each child with empathy and give them the time they need to feel safe and comfortable with us.

Here, the children are served a balanced breakfast, a hot lunch and healthy snacks every day. We place great importance on a varied, vitamin-rich diet with as high a proportion of organic food as possible.

Breakfast and snacks are freshly prepared every day in our in-house kitchen. We sometimes supplement lunch with dishes from Menü-Manufaktur Hofmann, whose meals are certified to the quality standards of the German Nutrition Society (DGE). Water and unsweetened drinks are available to the children at all times.

For us, shared meals are far more than just mealtimes. They are an important part of our everyday educational routine and offer the children a wide range of opportunities to develop independence, table manners and social skills. In a calm and supportive atmosphere, we guide the children as they learn to take responsibility, show consideration for others and experience the joy of being together.

Time spent outdoors is an integral part of our daily educational routine. The children spend time in the fresh air every day and make use of the nursery’s or kindergarten’s spacious gardens – in all weathers, wherever possible.

In addition, each group goes on an outing once a week. During these outings, the children explore their surroundings, discover new places and gain a wide range of experiences outside the nursery. Whether in the woods, at the playground or in town – these outings broaden their horizons and provide numerous learning opportunities.

At the same time, the children develop their independence, sense of direction and social skills. They learn to move around safely in public spaces, assess traffic situations and familiarise themselves with important road safety rules. In this way, we combine physical activity, experiences of nature and real-life learning in a varied and engaging manner.

Our centre has just 22 closing days a year. We inform families of all closing days in good time at the start of the nursery year in September, so that they have plenty of time to make their own plans.

For us, preparation for school doesn’t just begin in the final year of nursery – it’s an integral part of our everyday educational practice. After all, a successful start to school is based above all on skills such as independence, a sense of responsibility, the ability to concentrate, team spirit and a constructive approach to challenges.

That’s why we create a wide range of learning opportunities every day in which the children take on responsibility, make decisions and further develop their independence.

In their final year of nursery, our pre-school children also take part in an age-appropriate pre-school programme once a week. In a playful learning environment, they are specifically prepared for the transition to primary school. The programme focuses on language, writing, graphomotor skills and maths. In addition, we specifically encourage concentration, perseverance and social skills, so that the children can start this new phase of their lives with confidence and well prepared.

Yes. Like most childcare centres in Stuttgart, we also work in partnership with a specific school – in our case, the Pragschule – regardless of which primary school the children go on to attend.

In the children’s final year at nursery, a teacher from the Pragschule visits the children at our centre twice. In addition, our pre-school children visit the school together, giving them their first insights into everyday school life. These experiences ease the transition from nursery to primary school and help the children become familiar with their new environment.

Regular communication between our nursery staff and the teacher provides individual support for the children as they prepare for school. The information gathered as part of this partnership is passed on via the local education authority to the relevant primary school to ensure the best possible support for the transition.

Yes. We use the KigaRoo parents’ app for digital communication with our families. It is the central platform for communication between the nursery and parents, and makes organising daily life at the nursery easier.

Through KigaRoo, we regularly provide information on meal plans and weekly schedules, the latest news, dates and events. In addition, weekly photos give parents an insight into our educational work and the children’s experiences in their day-to-day life at the nursery.

Organisational matters can also be dealt with conveniently via the app. For example, parents can quickly and easily report their child as unwell or absent, and share important information directly with the nursery.

As a bilingual and internationally oriented nursery, STUGGIKIDS is a place of diversity. Our families and staff come from different countries, cultures and language groups, and enrich our daily life at the nursery with their diverse experiences and perspectives.

For the children, this diversity is a valuable part of their daily interactions. They experience different languages, cultures and ways of life as a matter of course and develop openness, respect and understanding for other people and their lived realities from an early age.

Many of our families are multilingual or work internationally. This creates numerous opportunities in everyday life to learn from one another, develop social and communication skills, and gain intercultural experiences.

Regardless of origin, language or cultural background, our aim is for every family to feel welcome, valued and well looked after at STUGGIKIDS.

Conflicts and challenging situations are a natural part of children’s development. At STUGGIKIDS, we see them as valuable learning opportunities to strengthen social and emotional skills in the long term.

Our qualified childcare staff support the children in a sensitive, respectful and personalised manner. They help them to recognise, name and appropriately express their feelings, as well as to develop their own solutions to conflicts. The aim is not merely to resolve a conflict, but to strengthen the children’s independence, empathy and conflict-resolution skills in the long term.

Within the safe environment of our nursery’s daily routine, the children learn to deal with different needs, opinions and emotions. Through discussions, shared reflection and daily support, they gradually develop self-confidence, frustration tolerance, consideration for others and social responsibility. Each child is recognised and supported in their individual development.

Building a relationship of trust with families is also a key part of our educational work. We place great importance on open, respectful and solution-focused communication. We take different perspectives and concerns seriously and work together to find solutions that serve the child’s best interests.

In addition, we have a transparent complaints procedure in place, which offers parents, children and staff the opportunity to openly share feedback, requests or criticism. We see complaints as a valuable opportunity to continuously develop our educational work and to ensure the long-term quality of our care.

For us, a trusting and collaborative partnership with parents is an essential part of our educational work. After all, the best possible support for a child is achieved when the family and the nursery work closely together.

At least once a year, we hold detailed development meetings. During these, parents and educational staff discuss the child’s development, interests, strengths and next developmental steps. The focus is always on the child’s holistic development.

The child’s learning and developmental progress is also continuously documented in individual portfolios. Photos, projects and special learning experiences bring the children’s development to life and provide a valuable basis for our discussions.

We also place great importance on open communication in our day-to-day work. Casual chats and regular updates enable parents to gain an insight into their child’s daily life at the nursery and to discuss any observations or concerns with us in a straightforward manner.

This dialogue is complemented by parents’ evenings, parents’ afternoons and joint celebrations. In this way, we create a wide range of opportunities for interaction, dialogue and a trusting partnership in education and upbringing – always with the aim of supporting each child’s development in the best possible way.

Our focus is on high-quality education that is integrated into everyday life. Our qualified early years staff hold a wide range of additional qualifications and undertake regular professional development in areas such as physical activity, music, creativity, language development and early childhood development. This specialist knowledge is directly incorporated into our day-to-day nursery routine and enriches the daily educational and experiential activities we offer.

Music, dance, rhythm, creative projects and a wide range of physical activities are therefore an integral part of our educational approach and are professionally supervised by our team. This creates varied learning opportunities every day, tailored to the children’s interests and developmental needs.

At the same time, we encourage our nursery children to take part in additional activities outside the nursery – for example, at sports clubs, music schools or other leisure facilities. There, they gain valuable experience in new groups, get to know different caregivers and strengthen their social skills, their independence and their openness to new situations.

For this reason, we have made a conscious decision not to have a fixed curriculum within the nursery. Instead, we focus on holistic support that is integrated into the children’s everyday lives within the familiar group setting. Where necessary, our programme is supplemented by selected projects and partnerships that provide the children with additional stimulation and a wide range of learning experiences.

Shared celebrations and events are an important part of our nursery year. They create unforgettable experiences, strengthen our sense of community, and offer children and families plenty of opportunities to meet and interact.

Our regular highlights include the children’s birthday parties as well as traditional celebrations such as Carnival, Easter, the Lantern Festival with families, Halloween and Christmas. A special highlight is our big summer party, where the whole STUGGIKIDS family comes together. We also organise a Christmas party, where the children spend a festive pre-Christmas Saturday at the nursery and parents get a break during Advent.

As an international and bilingual nursery, we naturally also incorporate festivals and traditions from different cultures. In this way, the children learn about different customs and experience cultural diversity as a natural part of their everyday lives.

Our annual programme is complemented by parents’ afternoons, group activities and joint events, such as taking part in sporting events. All activities are designed with the children in mind and promote a sense of community among the children, families and our educational team.

No. Based on our educational principles, we have made a conscious decision not to have a presence on social media.

Protecting the personal rights and privacy of our children and staff is our top priority. Children are not yet able to decide for themselves whether, and in what context, pictures of them should be published. That is why we handle photographs and personal data with the utmost care.

It is important to us to create a safe space where children can develop freely, carefree and without public attention. Our educational work thrives on daily interactions, shared experiences and trusting cooperation with families – not on its portrayal on social media.

For communication with parents, we use only secure and data-protected channels, through which we regularly provide insights into our day-to-day life at the nursery.

Regular outings, projects and partnerships enrich our everyday educational activities and provide the children with a wide range of opportunities for learning and experiencing new things. Through their own exploration, experimentation and hands-on experiences, they discover their surroundings and gain valuable experiences far beyond the nursery.

Among other places, the children visit museums, the city library, Wilhelma, the woods and other learning venues in Stuttgart and the surrounding area. Furthermore, partnerships with cultural institutions, sports clubs and other partners enrich our daily routine and give the children a wide range of insights into language, art, music, physical activity, nature, technology and sustainability.

Our programme is complemented by a variety of projects and sporting events such as the Stuttgart Run, the Nursery Football Cup and dance projects. Interactions with people of different generations and experiences in public spaces also foster independence, teamwork and social skills.

All outings and projects are tailored to the children’s interests and developmental needs. The focus is on the joy of discovering things together, learning through personal experience and the holistic development of each individual child.