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

   

MAKING FRIENDS AND SHARING    

18th September - 29th September

 

During this fortnight we are going to focus on feelings, behaviour and social skills required to make friends, e.g. sharing, turn taking, empathy

 

In order to make friends, children require some basic skills. They need enough confidence and language skills to initiate conversations and interact. Children must also learn how to listen to others, interact in a positive way, take turns and compromise when deciding what and how to play. 

Developing skills to cope with difficult emotions is also necessary, for example learning to control anger and frustration.

 

We are going to read books, engage in various craft activities and group discussions - all focusing on feelings and strategies to control them, being kind to others, being inclusive. 

 

We are also going to start our cooking activities - beginning with simple iced biscuits. 

 

We will continue to stay active - playing various group circle games, engaging in music and movement activities, and stretching and bending during yoga classes.

 

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: 

Prime Areas

Specific Areas

  • Personal, Social and Emotional
  • Physical Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design

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 GROUPS

 

Each child is allocated a key group. We have two key groups: orange Squirrels and purple Hedgehogs. There are dedicated members of staff in each key group and they work closely together to track each individual child's progress across all EYFS areas. 

 

TAPESTRY

 

We use an online system Tapestry to : 
  • 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
 
Help when using Tapestry
Parent Online Instructions.pdf
Adobe Acrobat document [573.1 KB]

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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Swanmore Pre-School, Church Road, Swanmore SO32 2PA Charity No:801230 Copyright Swanmore Pre-School 2008-2016