OUR PLANNING
We use our observation of children’s interests and developmental opportunities to plan our themes and activities. Our aim is to provide a good mix of adult directed teaching and child initiated learning in our setting.
OUR CURRENT THEME
SPRING TERM
7th january- 5th April 2019
During the Spring term we will be focusing on: Rhymes with actions and classic storys.
This will be covered by favourite classic stories, action nursery ryhmes, group activities like parachute, yoga and story sacks.
We will also be covering nature walks, mothers day, St Davids day, St Patricks day, looking at healthy and unhealthy food, cooking and of course Easter.
Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage :
- A Unique Child
Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. - Positive Relationships
Children learn to be strong and independent through positive relationships. - Enabling Environments
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.
- Learning and Development
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.
The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.
The Areas of Development and Learning comprise:
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Prime Areas |
Specific Areas |
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For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what each child is expected to know, and be able to do, by the end of the reception year of their education. We have these goals in mind when we plan learning for the children and assess their progress.
Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by our staff members.
To read more about your child's learning and development in relation to EYFS click here
YOUR CHILD'S DEVELOPMENT
We meet the individual needs of each child. We observe each child during their play, get to learn their interests, strengths and developmental opportunities. Our daily observations are recorded online in Tapestry system and are shared with parents, carers and childminders straight away. We use them to define immediate and long term Next Steps for each individual child. These also help us to get to know children’s interests and we use them when deciding what activities to set up each day. We also use those and each child’s Next Steps to plan our small key group times and ability based small group activities.
We aim to make learning fun!
When your child starts to attend our preschool we will observe his/her interests and abilities and prepare a "Starting Point Report" - it will be a summary of your child's strengths in the prime development areas and it will also provide you with Next Steps suggestions for your child's development.
Towards the end of each term we also prepare a report for each child – reviewing progress in each developmental area, characteristics of learning and Next Steps for the next term. This report is then discussed with parents, carers and childminders at our afternoon meetings.
EYFS Developmental Progress is explained in more detail here
OUR KEY GROUP
This year we will only have one key group called cygnets. All children will be in the cygnet group and will be allocated a dedicated member of staff who will work closely together to track each individual child's progress across all EYFS areas.
TAPESTRY
- Collect photos and observations of each child
- Assess learning in line with EYFS Framework
- Create a personalised album of each child's experiences
- Evaluate children and track progress over time
- Share our observations, Next Steps with each child's family, carers and childminders
TRANSITION INTO PRESCHOOL
We understand that starting pre-school is a very significant event not only in the life of a child, but the whole
family.
When your child starts attending pre-school we are flexible to the individual needs of the child to help them settle well and
overcome separation anxiety.
Parents, grandparents, carers are welcome to come and stay as long as it takes for the child to feel more secure in our setting.
The key person is always available to meet and talk with parents, carers and childminders and this helps the child to form a secure emotional attachment with everyone involved.
Parents can use our online system to provide us with All About Me information - their child’s likes and dislikes, favourite plays, medical information, details about their siblings, friends and other people significant in their life.
We also provide families with Welcome Packs which allows information to be provided about your child’s interests, likes and dislikes.
TRANSITION INTO SCHOOL
Our curriculum focuses on encouraging children to become independent in their self care.
In the last school term, we organise P.E. sessions to encourage and develop children’s independence in dressing and
undressing.
Our transition process with local schools is wide and varied with visits during the Summer term from Reception staff, visits to the local schools with children and their parents for songs and rhymes
workshops.
We also work closely with Swanmore Primary School throughout the year – we use their playing fields, visit school’s library weekly, use their vegetable gardens and join them on other special occasions.
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