All children are supported within our setting in reaching their full potential, working at their own pace. Our key person system enables us to work closely with your child. Completing written observation and gaining an insight into what your child likes and dislikes. We are therefore able to plan a curriculum that is tailored for his/her needs. We work towards the early learning goals, which are set nationally and prepare your child for school where they will continue working with those goals.
Our whole ethos is based around child initiated play and where possible allows children free access to indoor and outdoor activities. The early years foundation stage’ is a statutory framework for setting standards in early years settings.
Within the framework are six areas of learning and development, all areas are connected to one another and are equally important.
The six areas are:-
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
The children are encouraged to be confident, try new activities and to have respect for themselves, peers and adults. This helps to form good relationships with their peers and adults and they learn to be part of a group that takes turns and shares. We also teach them how to select and use activities and resources independently. The children learn to understand that people have different views, cultures and beliefs and treat them with respect, and that there are codes of behaviour within these groups.
LANGUAGE AND LITERACY
Children are encouraged to listen and join in with stories and songs, extending their vocabulary and fluency by talking and listening to others. We have a well-stocked book corner and the children have free access to this to try out their new-found ability to tell stories or recall events through the books, as well as explore sounds, words and text. We encourage them to speak in a group, maybe talking about a favourite toy or place they have been.
PROBLEM SOLVING, REASONING AND NUMERACY
The children become familiar with sorting, counting, matching, ordering, sequencing and counting with adult support, doing things that they enjoy. These activities form the basis of basic mathematics. The children are assisted and encouraged to work out solutions to problems. They are helped to identify shapes, size, position, number, more than, less than etc.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Children and explore and experiment with a range of manmade and natural materials. They learn to observe and recognise difference in patterns and textures. Children are assisted in exploring and understanding their environment, both within the setting of the school and the world outside. The children have the opportunity to learn about technology, having access to a computer and remote controlled toys.
We have a large garden and the children have a range of equipment that they can use indoors or outside on a daily basis. This helps them to gain confidence and develop their bodily skills. Daily outside play is part of our planned curriculum and we go out in all weathers so parents are advised to bring wellington boots and send the children in suitable clothing for all weathers. With high levels of staffing we are able to supervise your child whilst he/she practices their skills on the beam or climbing frame, slide, through the tunnel or to throw and catch a ball. At the same time children are supported in the development of fine motor skills required to use tools such as pencils, pens and scissors and handle small objects with increasing control.
Art equipment such as paints, glue, felt, paper, card, pasta etc are readily available for children to use and encouragement given to express their own ideas and feelings. Lots of natural materials are provided to help them explore shape, colour and texture. We have daily singing sessions where the children can learn new and more traditional rhymes. We have musical instruments and the children really enjoy playing these. There is plenty of opportunity for role play both as an individual and as part of a group. We also cook with the children and this they enjoy very much and bring in all aspects of the above mentioned early learning goals.
Each member of staff is a key person for small group of children. Through this system the key person is able to observe the children closely and ensure that we plan a curriculum suitable for them. Having key people in our setting means that close bonds can be formed with children and their parents and carers.
Our pre-school is fully inclusive practice. All individuals are valued and respected.
All planning starts with observing your child in order to understand and consider their current needs and interests, development and learning, helping them to reach their full potential. If help is required with any additional needs then we have access to many outside agencies.