Enrich.

Enhance.

Educate.

Quality and consistency so that every child thrives and gains a secure foundation in the EYFS and the best start in life.

Our Curriculum –

Enhance. Enrich. Educate.

We follow a detailed curriculum within nursery to ensure that we are consistently meeting the needs of the children and ensure a broad learning experience during their time with us. Below are the ways in which we do this.

*Quality and consistency so that every child thrives and gains a secure foundation in the EYFS and the best start in life.

* We have key workers to provide consistency but ensure bonds are created with other staff to support secure attachments.

*We follow routines so that children can become familiar with what is expected in their day.

* Regular monitor and tracking to ensure children are achieving the best start they possible can and integrated individual plans to support tailored care and development of the unique child.

*Weekly planning supported by half termly next steps devised around interests, next steps and topics that encourage a broad learning scale.

* Working closely with parents so that partnerships are excellent contributing to home learning and development.

*We have key workers to provide consistency but ensure bonds are created with other staff to support secure attachments.

*We follow routines so that children can become familiar with what is expected in their day.

*Regular monitor and tracking to ensure children are achieving the best start they possible can and integrated individual plans to support tailored care and development of the unique child.

*Weekly planning supported by half termly next steps devised around interests, next steps and topics that encourage a broad learning scale.

*Working closely with parents so that partnerships are excellent contributing to home learning and development.

Excellent parent partnership

To support our parent partnership we have :

• All about me forms to fill out on induction to ensure we know as much as possible about the child and their family and establish a starting point for their development.
• Induction settling in sessions with parents so they can see how the nursery runs, support their child for a smooth transition of starting nursery and ensure the child is happy which then leaves the parents feeling happy.
• Sharing of observations, daily diaries, formative assessments, instant messaging and detailed handover at the end of the day and always allowing the chance to ask any questions.
• Parent workshops where parents can come in and complete activities with their children.
• Christmas/summer fayres
• Building trusting and transparent relationships with parents to ensure that any support needed parents feel they can approach the staff.

Acknowledge that children learn and develop in different ways and provide equality of opportunity to ensure individual needs are met and every child included and supported.

• • Children receive individual planning within their key groups tailored on their half termly next steps to ensure continuous learning and development. Any shared activities will have levels of differentiation to ensure that all children can participate in activities as it has been adapted to provide learning at all levels.
  • Creating intervention plans if children are developing below the expected for their age range and deliver these in addition to the key group and continuous provision planning.
  • Continuous provision planning allows us to plan a broad range of activities relating around the children’s interests and next steps that is completed weekly to support how the room is to be set up to ensure these needs are further developing through free play.
  • High emphasis on cultural capital to ensure that every child has access to opportunities that every child can. Such as outdoor learning, healthy eating, trips in the local community, a wide range of activities in particular sensory and messy play as those tend to be the activities that from research are not completed at home.
  • Every child is treated the same and high lighted as the unique individual they are. This includes their own peg for their belongings and their own drawer for their creations through the day. A water bottle labelled with their name and all children given access to the same activities and opportunities throughout the day.
  • We want children to have a positive attitude to learning and life. We want children to experience a range of activities to further their cultural capital.
  • In providing children with an effective, tailored ‘Quality of Education’, we aspire to deliver a child centred curriculum that puts each child at its heart. we want all children to be achieving to their highest standard. This enables them to become ‘school ready’ and ignite them with a love and passion for learning.

In providing children with an effective, tailored ‘Quality of Education’, we aspire to deliver a child centred curriculum that puts each child at its heart. we want all children to be achieving to their highest standard. This enables them to become ‘school ready’ and ignite them with a love and passion for learning. Our intent is for every child to develop…

Our intent is for every child to develop…

Verbally

We want every child to be skilled communicators. We want them to be able to communicate their needs, have a love of language and build on this daily through play. We want children to us their imagination in creating dialogue within their play to expand on their knowledge and learning.

In order for children to learn at school, they need to be able to ask questions and verbalise their thirst for knowledge.

Physically

We want children to be physically competent and have explored a range of experiences to contribute to this development. We want the children to have awareness of the space around them and their peers. We want children to be able to mark make efficiently ready for school.

In order to hold a pen and write at school, children must be physically confident.

Emotionally

We want children to be emotionally content and able to self-regulate and understand their emotions. We want to form positive relationships with the children and families, allowing us to role model how relationships should be. We want children to have a love for role play and use this as a way to reflect on the world we live in and form secure friendships with others and secure attachments and relationships as role modelled by staff.

In order to be confident at school, children need to be taught the basis of secure attachments and positive relationships. In order to write a story, children must have the imagination to do so

Cognitively

We want children to have the ability to think independently, make good choices and to develop a love of exploring and figuring things out. We want children to have the passion to want to learn and stretch their mind. We want children to leave with a love of reading, language and confident talkers to express their ideas and aid with their learning.

In order to learn at school, children need the language to ask questions and the thirst for learning of wanting to know why and the process to offer ideas to the solution.