We follow the curriculum as outlined in the 2017 statutory framework of the EYFS.
The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.
The prime areas are:
- Communication and language
- Physical development
- Personal, social and emotional development
The prime areas are strengthened and applied through 4 specific areas:
- Understanding the world
- Expressive arts and design
Communication and language
We have a daily story session and encourage all children to join in. Children are supported to listen attentively, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. During their self-chosen activities and role play, they give their attention to what others say and respond appropriately, while engaged in the activity. Through our interactive display on current activities, children get opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves and retell the stories and events.
Through our outdoor and indoor play activities we provide opportunities for children to be active and interactive; and to develop their co-ordination, control, and movement. Children learn how to handle equipment and tools effectively, including pencils for writing. We teach them good hygiene routine and develop their skills to dress independently. Through books and food, we discuss the importance of healthy eating, daily exercise and how to keep them safe. We have a daily yoga session for children to know the importance of good health of physical exercise.
Personal, social and emotional development
The emotional wellbeing of children is just as important as their physical health. Good mental health allows children to develop the resilience to cope with difficult situations. Our routines and rules support children to develop good behaviour management and positive social interaction with other children and adults.
We have a daily phonics session lead by a teacher for our pre-school children and singing and sound in the environment session for the toddlers. We have a reading area in both rooms to encourage children to develop an interest in reading as well as to widen and ignite their interest.
Through our games and activities, we seize the moment to teach children the counting, ordering and the value of each number by collecting the same numbers of objects for the number. This understanding of the number system helps children in the future to calculate efficiently. The resources are planned the way which can support children to sort objects into groups, looking at their sizes, colours and space where they can fit in.
Understanding the world
We have a weekly trip to the Local Park / Library / Super Market to explore the space and people outside the nursery. To develop an understanding about other people and their culture and religions, we provide activities to celebrate special events. Children look at books, songs and pictures to understand how people in their community live.
Expressive arts and design
We have a role play area, musical instruments, recycled objects, small world and construction in each room to enable children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities. Children make models using recycled objects, paper and other materials. They use different malleable materials to create artwork to express their thoughts and ideas.
At Jan Pre-School, we plan our activities and resources to motivate and develop curiosity for all children. Three characteristics of effective teaching and learning are:
- Playing and exploring – children investigate and experience things, and ‘have a go’ at new ideas and resources.
- Active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements.
- Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
- All practitioners and teachers observe children while they are playing or exploring to identify their learning style development stage and how to support them in achieving the next steps in their learning.
Our teacher has the lead responsibility for all planning and selecting the resources in consultation with practitioners. Each practitioner ensures to create the right learning opportunities to meet their key children’s learning targets.
We also take into account the individual needs, interests, and stage of development of each child and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, we consider whether specialist support is required, linking with relevant services from other agencies, where appropriate. We have a qualified and experienced teacher and Special Needs Coordinator continuously monitoring and evaluating the learning and developmental needs for all children. For children whose home language is not English, we ensure there are enough opportunities for them to develop and use their home language in play and learning, and encourage parents to support their language development at home. We try our utmost to update our environment and learning resources to make connections with children’s home life.
In planning and guiding children’s activities, practitioners reflect on the different ways that children learn and include these in their practice. Each half term we choose a book from children’s interest to plan some activities and give children access to resources related to that theme. We ensure that children have sufficient opportunities to learn and reach a good standard in the English language during their stay at Jan Pre-school.
Teaching and Learning
Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. We respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction and teaching. We teach children vocabularies, skills and knowledge through interactions in their self-chosen activities, seizing the moment of their interests. Our adult-led activities are mainly story sessions, phonic, singing, drama, yoga and sharing ‘wow’ moments from home through circle time and singing together.