Early Years Foundation Stage
The aim of the setting is to provide a curriculum, which promotes the ‘Early Learning Goals’ identified by the Department for Education.
We aim to:
- Provide quality learning experiences for all the children. Learning which is structured, balanced, and relevant to every child.
- To provide a curriculum that takes into account a child’s development needs and allows them to make progress. “What a child can do” will be our starting point.
- To ensure the children have positive experiences of success at their own levels in order to give them confidence and motivation for learning in the future.
- To provide a curriculum that provides equal learning and developmental opportunities for all the children within the setting.
The facilities designated for the group are contained within one large hall, two spacious but smaller rooms, an outdoor play area and a garden. Activities are carried out on a rotational system each session, enabling each child to experience the overall programme.
A program of experiences based upon a mixture of general and topic-based activities will be implemented.
It will provide children with opportunities to work as an individual and as part of a small or large group. It will be based around structured and unstructured activities and will provide opportunities for both free play and adult-led experiences.
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Behaviour Management Policy
The setting recognises the need for rules within the group and the necessity for procedures for managing difficult behaviour.
The aim of this policy is to foster a consistent, caring atmosphere within our setting.
Full details of our Behaviour Management Policy can be read in the setting’s Policies and Procedures.
Full details of our Child Protection Procedure which complies with Gateshead Area Child Protection Committee recommendations, can be read in our Policies & Procedures.
Policies & Procedures
If you are interested in reading our Policies and Procedures, please contact Mrs Anderson.
coMments from OFSTED include
“Staff use thorough observations of children well and these help to skilfully identify the need for early intervention. They work closely with other professionals and provide effective support for children who have special educational needs and/or disabilities.”
“The qualified and experienced staff have a secure knowledge of child development and high-quality teaching is embedded in their practice. All staff know how children learn best. They make the most of every opportunity to promote children’s learning, such as through using purposeful play and carefully planned activities. All children make consistently good progress from their starting points.”
“Partnerships with parents are very well established. Parents’ involvement in their children’s learning helps to ensure that children’s needs are quickly identified and successfully met. The staff team works with local schools and childminders to support all children as they move between settings.”
“The management team are committed to developing the skills and knowledge of all staff. They target training to assist in meeting staff’s individual professional development needs and to help raise the quality of practice.”
The Early Learning Goals will be delivered under 7 headings:
• Personal, Social & Emotional
• Communication & Language
• Understanding the World
• Expressive Arts & Design
1. Personal, Social & Emotional
We will help the children to develop a positive sense of themselves and others; to form positive relationships within the setting and to develop respect for others; to develop social skills and to learn how to manage their own feelings; to understand appropriate behaviour in groups, and also to have confidence in their own abilities.
The setting will provide a balanced programme of activities that support the physical development and well being of the children. These will include areas such as managing their own basic hygiene and personal needs, healthy eating and exercise. Provision will be made for the children to develop their coordination, control and movement and to handle equipment, tools and pencils effectively.
We will provide all the children with a broad and varied experience in which mathematical language, skills and concepts can be created, supported and nurtured. Maths is not seen as a separate area, but rather as part of the whole curriculum. Potential for developing mathematical awareness is built into all of the activities provided by the setting. The programme will include counting, understanding and using numbers, calculating simple addition and subtraction problems; and describing shapes, spaces and measures.
7. Expressive Arts & Design
The children will be able to explore and play with a wide range of media and materials. Opportunities will be provided to encourage them to share their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play, and design & technology.
2. Communication & Language
Throughout the setting, children will be given the opportunity to experience a rich language environment; to develop their confidence and skills in expressing themselves, and to speak, listen and be listened to in a range of situations. Children are introduced to Makaton sign language and there are signs and symbols throughout the setting to reinforce good communication.
Children are given access to a wide range of reading materials. Books, stories, poems and songs are an important part of the setting experience. We follow the Department for Educations Phonics programme which encourages the children to listen to and link a wide variety of sounds which will lead to linking sounds and letters before reading and writing.
6. Understanding the World
The children will be given opportunities to explore, observe and find out about all aspects of their world. They will be encouraged to talk about their own lives and families and to become aware of similarities and differences between themselves and others. Children will investigate and be involved in activities which increase their knowledge and understanding of objects, materials, animals, plants, the environment and technology.