The Pre-school Curriculum
To support the Pre-school’s curriculum we encourage the use of Visual Timetables which enable the children to understand and have input into the organisation of the session. We also use Makaton, which is a simple form of sign language and helps to develop all children’s communication skills.
The Pre-school works towards the Early Years Foundation Stage Framework. The four themes of the Framework are as follows:
A Unique Child
Every child is a competent learner from birth who can be resilient, capable, confident and self assured. We will give the children the opportunity to develop at their own rate and ensure that every individual is respected and no child or family is discriminated against.
Children’s safety, health and well being are an important part of pre-school life. We will support this by ensuring the children are safe and have a healthy lifestyle within Pre-school.
Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. The Pre-school respects and acknowledges the feelings of children and their families.
The Pre-school’s vision is to promote close partnerships with parents/carers as this has a positive impact on children’s development and learning.
We aim to build strong, warm relationships with our children and each child will have a Key Person who is responsible for working with a small group of children. Through the building of firm relationships this will aim to have a positive impact of children’s development.
The environment plays a key role in supporting and extending children’s development and learning. The Pre-school is committed to giving the children a rich and varied environment to support their learning and development. This will then give them the confidence to explore indoors and outdoors.
Through observing the children, their interests and abilities are taken into account and this in turn enables the Pre-school to plan experiences that are not only challenging but achievable and that support every child’s learning.
The Pre-school works in partnership with the wider community and other professionals in order to support their children.
Learning and Development
Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.
The Early Years Foundation Stage is made up of seven areas of learning and development. These are split into two areas: firstly there are three prime areas which are: Personal, Social and Emotional Development, Communication and Language and Physical Development. These three areas are crucial in enabling children to thrive and learn. The Prime Areas are then strengthened and applied to the four Specific Areas which are as follows: Literacy, Mathematics, Understanding the World and Expressive Arts and Design.
Finally the pre-school will reflect on how children learn and this is broken down into the three characteristics of Teaching and Learning. These are as follows: Playing and Exploring, Active Learning and Creating and Thinking Critically.
The pre-school believe that children learn best by playing and exploring and involving people, objects, ideas and events that will engage them for long periods of time. The adults working with the children support their play by offering a variety of resources, by placing the children in different situations and by asking questions. This enables children to develop their creativity and to think of better ways of doing things.
The Outdoor Environment
The pre-school actively supports the benefits of the outdoor environment and the learning that children can gain from playing outdoors. Research has shown that being outdoors has a positive impact on children’s sense of well-being and helps all aspects of children’s development. The outdoor environment enables children to have first hand contact with weather, seasons and the natural world. As a pre-school we have to follow the guidelines of the Early Years Foundation Stage Framework which states that all Early Years Practitioners must “ensure that children have opportunities to be outside on a daily basis all year round”. To compliment this vision all groups have a nominated day to explore the outdoor area for a longer period of time and they will also spend 15-20 minutes outside on any other day. In addition the pre-school takes the children to visit a local conservation area on several occasions throughout the year to experience Forest School sessions in different seasons.