Within the group, all children are supported in developing their potential at their own pace. Our keycarers system enables us to ensure a planned EYFS curriculum tailored to the needs of each individual child. By means of developmentally appropriate Play activities and a high level of individual adult input, we offer a curriculum which leads to nationally approved learning Outcomes and prepares children to progress with confidence to the National Curriculum at the age of five years.
A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe the features of objects and substances, recognizing differences, patterns, and similarities, and to share and record their findings. Children are assisted in exploring and understanding their environment, both within the group and the wider community. A range of safe well-maintained equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.
A range of equipment and opportunities, both indoors and out of doors, allows children to develop confidence and refine the use of their own physical skills in an enjoyable environment. The level of adult supervision enables children safely to create and meet physical challenges while developing increasing skill and control in moving, climbing and balancing. At the same time, children are supported in the development of their fine motor skills which are required to use tools, including pens, pencils, and scissors, and to handle small objects.
In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking, listening, hearing and responding to stories, songs, and rhymes. Children are helped to understand that written symbols carry meaning, to be aware of the purpose of mark-making (writing) and when they are ready, to use drawn and written symbols for themselves. We have props alongside books such as pictures, puppets, and objects, to encourage children to retell stories and to think about how the characters feel. We foster shared experiences that children can reflect upon, e.g. visits, cooking or stories that can be re-enacted.
Through adult-supported activities, children become familiar with the sorting, matching, ordering, sequencing and counting activities which form the basis for early mathematics. As they use their developing mathematical understanding to solve problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, position, size, volume and number. Songs, rhymes, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as adding.
Within the nurturing environment, children are individually supported in developing confidence, autonomy and self-respect. They are encouraged to work and concentrate independently and to take part in the life of the group, sharing and co-operating with other children and adults. Through activities, conversation and practical example, they learn acceptable ways to express their own feelings and to have respect for the feelings of others. All children are given the opportunity, as appropriate, to take responsibility for themselves, to respect others and the property of others.
A well-stocked reading area gives every child the opportunity and encouragement to become familiar with reading materials, able to handle them and aware of their uses, both for reference and as a source of stories and pictures. Encouraging children to add to their first-hand experience of the world, using books, other texts, information, and communication technology (ICT). We provide a range of opportunities to write for different purposes about things that interest children.
Children are encouraged to use a wide range of resources to express their own ideas and feelings, and are encouraged to construct their responses in two and three dimensions. Art equipment, including paint, glue, crayons and pencils as well as natural and recycled resources, provides for open-ended exploration of colour, shape and texture aiding the development of skills in painting, drawing and collage. Children join in with, and respond to, music and stories. There are many opportunities for imaginative role-play, both individually and as part of a group. A variety of familiar resources reflecting everyday life, such as magazines, real kitchen items, telephones and washing materials are accessible to the children.
Our policies are to be found in the parent/carer policy folder at each setting. Parents are free to take them home to read at their leisure. All our policies are designed to offer the best possible experience for the children in the group. Our policies are reviewed on an annual basis, comments and suggestions from parents are always welcome.