Our Curriculum

Every child matters

The aim of our curriculum is to equip children with the skills and knowledge they need to explore and understand the world around them.
We believe that children grow and develop when they have access to a well-planned learning environment and engaged adults.
The teaching and learning of new skills and knowledge is delivered through both adult and child led opportunities, both indoors and out.
We focus on the importance of knowledge and skills that will support children in every way possible so that they can make the most of opportunities and fulfil their potential along with promoting their independence.
There are seven areas of learning and development within the Early Years curriculum.
Prime areas of learning
• Personal, Social and Emotional Development
• Communication and Language Development
• Physical Development
Specific areas of learning
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design
In planning for children, we consider the different ways in which children learn. The three characteristics of effective learning are
• Playing and Exploring
• Active Learning
• Creating and Thinking Critically

Intent – for children to leave us confident in
To be able to use a balance bike successfully with confidence.
Sitting independently feeding themselves.
Independently sing 2 nursery rhymes
Be willing to have a go
Know about themselves and others feelings and how to keep safe.
Have a basic understanding and use of numerical size and language.
Be able to recall stories and share them with family and the community.

Implementation- how we will support children to learn
Observe children at play and plan activities that follow their interests and introduce them to new ideas and concepts.
Being specific with our praise, noting how well children solve problems, have ideas and negotiate.
Use additional funding to support children as identified
Work with parents to ensure they are able to support their child’s learning at home.
Share and discuss experiences
Role model positive language and positive behaviour.
Provide supervised opportunities for turn taking.
Provide real life experiences.
Use flashcards and singing activities to support basic English language / for children to express their own wants and needs.
Well planned leaning environments indoors and outdoors that promote the focus on learning.
Know and understand the areas of learning and development
By building a good relationship up with both key children and their immediate family
Know how each child plays and learns.

Over time we offer a range of experiences to support the children’s knowledge and skills development. Some of these include:
• Planting seeds, watching them grow and learning what has been grown
• Meeting people from the local community who help us, such as the; dentist, police, and teachers from feeder schools.
• Trips to local parks and walks around the local area and shops.
• Raising money for charities.
• Baking and cooking activities.
We will celebrate a range of festivals and share special occasions with the children throughout the year.
Some of these include:
•   Shared meals and food tasting.
•   Dressing up.
•   Dancing to music.
•   Books and stories.
•   Baking and cooking
•   Planned activities and trips
•   Visitors.
•   Making activities.
Assessment
Assessment links our children’s learning and to our curriculum.
Most of the assessments we do at nursery are formative, so that it quickly helps us to make a difference to children’s learning. However, we also need to have an overview of children’s progress, so that we can take further actions where needed. We notice what children can, and can’t do. We are good at deciding when it will be helpful to step in and support, and when it’s best to be encouraging but hang back.
It is important that we are certain that children are secure in what they know and can do, before introducing them to something new
We complete
• A baseline assessment of the child’s development shortly after they start with us. This is completed in partnership with parents.
• 2 yearly summative assessment of where the child’s development is in relation to typical milestones and the characteristics of effective learning, well-being and involvement and ECCATT’s for those that need them.
•Leavers
Assessment helps with
• The early identification of children who need temporary extra help, and children who may have special educational needs.
• Checking that individual children, and groups of children, are making progress and taking prompt action where this is not the case
• Reporting formally and involving parents in the statutory 2-year-old progress check
• Celebrate children’s achievements with parents and share focus for learning
• Discussions with other professionals who may be involved with a child and family. For example, a health visitor or social care worker
• Sharing information with receiving schools in the summer so that children can continue their learning journey through the EYFS as seamlessly as possible
Evaluation
We will check that our curriculum is meeting the needs of our children by
• Gathering feedback from the children, parents and other professionals.
• Review the progress children are making and how they are accessing the learning environment.
• As a team discuss our observations of the educational programmes we offer.
• Individually with the manager of the setting discuss the curriculum and children’s development.

Our Curriculum

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