Early Years Foundation Stage
Our setting is dedicated to providing a high-quality curriculum that aligns with the ‘Early Learning Goals’ set by the Department for Education.
Our approach ensures that every child receives a well-rounded and engaging learning experience that supports their individual development. We aim to:
- Provide structured, balanced, and meaningful learning experiences tailored to each child.
- Design a curriculum that builds on what a child can already do, ensuring progression at their own pace.
- Create positive experiences of success to foster confidence and a lifelong love of learning.
- Offer equal learning and developmental opportunities for all children in our care.
Our childcare provision is thoughtfully arranged across two large halls, two smaller but spacious rooms, and two dedicated outdoor play areas and gardens, all designed to cater to different age groups. Activities are delivered through a free-flow system, allowing children to move between indoor and outdoor spaces and engage in learning and play at their own pace.
We implement a program of experiences that blends general learning with topic-based activities. Children have opportunities to play and learn individually, in small groups, and in larger group settings. Our curriculum balances structured and unstructured activities, providing a mix of free play and adult-led experiences to support each child’s unique learning journey.
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Behaviour Management Policy
We recognise the importance of having clear rules within the group and the need for effective procedures to manage challenging behaviour.
The aim of this policy is to nurture a consistent and caring atmosphere throughout our setting.
For full details, please refer to the setting’s Policies and Procedures.
Child Protection
For full details of our Child Protection Procedure, which complies with the recommendations of the Gateshead Area Child Protection Committee, please refer to our Policies & Procedures.
Policies & Procedures
If you would like to read our Policies and Procedures, please get in touch with a member of our management team.
The Early Learning Goals are delivered under 7 headings:
• Personal, Social & Emotional
• Communication & Language
• Physical
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts & Design
1. Personal, Social & Emotional
We 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.
3. Physical
The setting provides a balanced programme of activities that support the physical development and well being of the children. These include areas such as managing their own basic hygiene and personal needs, healthy eating and exercise. Provision is made for the children to develop their coordination, control and movement and to handle equipment, tools and pencils effectively.
5. Mathematics
We provide all 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 includes counting, understanding and using numbers, calculating simple addition and subtraction problems; and describing shapes, spaces and measures.
7. Expressive Arts & Design
The children are able to explore and play with a wide range of media and materials. Opportunities are 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 are 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.
4. Literacy
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 Education’s Phonics programme which encourages the children to listen to and link a wide variety of sounds which leads to linking sounds and letters before reading and writing.
6. Understanding the World
The children are given opportunities to explore, observe and find out about all aspects of their world. They are encouraged to talk about their own lives and families and to become aware of similarities and differences between themselves and others. Children investigate and are involved in activities which increase their knowledge and understanding of objects, materials, animals, plants, the environment and technology.
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.”