Curriculum

Curriculum

We incorporate all seven areas of learning into the early years curriculum, ensuring the children have a well prepared and stimulating learning environment.

Your child will have an individual key person who will observe progress and development. The key person approach gives every child the reassurance to feel secure and cared for, helping them to become familiar with the Nursery environment and to feel confident and safe within it.

We recognise every child’s individuality, efforts and achievements and believe that relationships between adults and children are crucial for your child’s development.

The key person meets the needs of each child in their care and responds sensitively to their feelings, ideas and behaviour. They offer security, reassurance and continuity and are usually the one to support and soothe their key children where needed. They are in the best position to understand their key child’s individual needs and to share information with parents about their child’s experiences in Nursery.

How We Monitor Your Child’s Progress

All early years providers are required to meet certain standards set out in the early years foundation stage (EYFS). One of the requirements is that members of staff use ongoing observations to monitor how your child is developing and use this information to plan a challenging and enjoyable experience in all areas of their learning and development.

Our method to help with planning and keeping track of progress is using an individual progress tracker. The tracker is divided into each area of learning and development, setting out the child’s progress across the prime and specific areas of learning from birth to five years.

What are prime and specific areas?

The statutory framework for the early years foundation stage (DFE, 2017) focuses on how your child learns and what adults can do to encourage that learning. It identifies three prime areas, which are considered to be fundamental through the EYFS, and four specific areas which include essential skills and knowledge and provide important contexts for learning.

The three PRIME areas are:

Personal, Social & Emotional Development

involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Physical Development

involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food.

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Communication and Language

involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

The four SPECIFIC areas are:

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Literacy Development

involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics

involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.

Understanding the World

involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive Arts and Design

involves enabling children to explore and play with a wide range of media and materials as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology.

Ongoing assessment plays a very important part in recognising and understanding what a child needs. It involves practitioners observing your child to understand their level of achievement, interests and learning styles.