This is done within an environment in which:
- All children feel secure, supported, valued and happy.
- We focus on their achievements, strengths and progress.
- All children are excited and enthusiastic about their learning.
- There are opportunities, experiences and activities that support different styles of learning.
- There is an appropriate balance between adult-directed and child-initiated activities.
- Parents are valued as important partners in their child’s education.
We plan a curriculum based on a sound knowledge of child development and the statutory documents as set by the Department for Education, using both adult led discrete teaching by highly trained and experienced staff, and experiences inspired by the children and the cultural capital they bring to our school. This is framed using the development points as outlined in the new Development Matters documentation, and we work towards the statutory Early Learning Goals, keeping in mind the four overarching themes of the Early Years Foundation Stage:
- The Unique Child: Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
- Positive Relationships: Children learn to be strong and independent through positive relationships.
- Enabling Environments: Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
- Learning and Development: Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development and they foster the characteristics of effective early learning:
- Playing and exploring
- Active learning
- Creating and thinking critically
