Curriculum

The Early years foundation stage

Within the group, all children are supported in developing skills and understanding at their own pace. Our key-person system enables us to ensure a planned curriculum tailored to the needs of each individual child through a mixture of child-initiated play and adult-led activities. Each child has the opportunity to explore a broad range of new experiences, develop their skills and self confidence, preparing them for a smooth transition to school.

This curriculum is based on the Early years foundation stage, from birth to five years old, which also forms the basis of their Reception year in primary school. All children are working towards Early Learning Goals covering seven areas of development, using both indoor and outdoor learning environments.

Personal, social and emotional development

Within a secure, nurturing environment, children are individually supported in developing confidence, autonomy and self-respect. They are encouraged to be independent and also to share and co-operate with other children and adults.

Through activities, conversation and practical example, they learn acceptable ways to express their own feelings and have respect for the feelings of others. All children are given the opportunity, as appropriate, to take responsibility for themselves and also for the group, its members and its property.

Communication and language

We have a language-rich environment where we read frequently to children, engaging them actively in stories, non-fiction rhymes and poems. Providing them with extensive opportunities to use and embed new words in their vocabulary.

We introduce phase one phonics which focuses on developing speaking and listening skills. This consists of listening walks, musical instruments and body percussion.

Physical development

A range of equipment and opportunities both indoors and out of doors, allows children to develop confidence and enjoyment in the use and development of their own physical skills and managing risk. A high level of adult supervision enables children safely to create and meet physical challenges, developing increasing skill and control in moving, climbing and balancing.

At the same time, children are supported in the development of the fine motor skills required to use tools, including pens and pencils and to handle small objects with increasing control and precision. The children are also introduced to aspects of keeping healthy and the importance of oral hygiene.

Literacy

It is critical for children to develop a life-long love of reading, this happens when adults talk with children about the world around them and the books that they read with them. We focus on this everyday and is a passion of ours, we promote literacy by ensure children have access to a variety of literature and writing, mark marking resources both large and small scale.

A well-stocked book corner gives every child the opportunity and encouragement to become familiar with books, able to handle them and aware of their uses, both for reference and as a source of stories and pictures.

Mathematics

Through practical activities, children become familiar with the sorting, matching, ordering, sequencing and counting skills 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, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as adding.

Understanding the world

A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe and investigate objects and substances, recognising 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 also in the wider community.

We are also able to regularly plan activities within the school woodland area. A range of safe and 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.

Expressive Arts and Design

Children are encouraged to use a wide range of resources in order to express their own ideas and feelings and to construct their individual response to experience in two and three dimensions. Art equipment, including paint, glue, crayons and chalks as well as natural and discarded resources, provides for open exploration of colour, shape and texture and the development of skills. Children join in with and respond to music and stories, and there are many opportunities for imaginative role-play, both individually and as part of a group.

There are also three characteristics of effective teaching and learning:

• playing and exploring
• active learning
• creating and thinking critically

These tell us about how each child learns not what they are learning.

Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults.

The new curriculum gives us the opportunity to spend more time interacting and playing with your children. This means that we will not be completing as many written observations and putting them on Tapestry. This does mean that we will know your children very well and be able to share observations verbally with you. It is important that we continue to listen you as parents regularly.

What can you do to help your child?

• Chat, play and read to and with them
• Encourage them to be independent
• Play board games with them

There is a new focus on early language and extending vocabulary. You can help us do this by:

• Having quality learning conversations with your child
• Reading a range of stories, poems, rhymes and non-fiction texts
• Teaching your child new words and vocabulary
• Sharing what you are doing with your child at home

Should you have any questions please do not hesitate to speak to your child’s key person. Thank you for your continued support.

Winford Pre-School goals

Winford Pre-school encourages children to be inquisitive and curious learners, we provide children with an exciting and rich learning environment that encourages them to explore, expand their language and develop a positive sense of self.

As a setting we have adopted the development matters 2021 as a programme to base our planning and learning. All children are supported to access a rich learning environment which fosters learning across the seven areas of learning and development within the EYFS.

Alongside our continuous provision, adult led activities and, in the moment, planning we also work towards four curriculum goals based upon our cohorts needs and interests.

1. We want children to use the produce planted and grown in our garden and then follow a recipe such as pumpkin muffins to take home and enjoy.
2. We want children to leave our setting being able to play a musical instrument or dance to the rhythm of a song alongside their peers within a group.
3. We want to develop children’s independence and want them to leave our setting being able to put on and off their shoes and socks.
4. We want to encourage all children to be creative and be proud of making things to take home and will encourage and support all children to make things, like their own junk box models!

All our curriculum goals are reviewed continuously and will change based upon our cohorts needs, interest and ability. Our curriculum goals are set to stretch our children and whilst they may seem ambitious, our early years practitioners will support the children to achieve the goals throughout our daily provision and planning.