Our Curriculum, Planning and Assessments
Long Term Curriculum Aims for Children 2-3 years
(Main Hall)
Personal and Emotional
- To develop friendships with other children and begin to join in with their play
- To learn to use the toilet with help, and then independently
Communication and Language
- To build on their communication skills, so they can express their needs and wants through gestures, words and simple sentences
- To Listen and follow one step instructions
- To begin to use up to 50 words
- To listen and join in during circle time, taking a more active role in participating
Physical development
- To develop their gross motor skills and special awareness
- To develop manipulation and control
Long Term Curriculum Aims for Children 3-4 years
(Scout Hall)
Personal and Emotional
- To manage their toileting and self-care needs
- Develop their sense of responsibility and membership of a community
- To feel confident and secure within their environments
Communication and Language
- Listening to longer stories
- Continue conversations with adult or friends
- Use longer sentences 4-6 words
Physical development
- Use one handed tools and equipment
Mathematics
- To be able to make comparisons in relation to size
- Recite numbers past 5
- Talk about and explore 2D and 3D shapes, using informal maths language
Understanding the World
- To be able to describe what they see in the environment
- To develop an understanding of different seasons
Expressive arts and Design
- Remember and sing entire songs
- Listen with increased attention to sounds
The EYFS is made up of 7 areas of learning and development
COMMUNICATION AND LANGUAGE
PHYSICAL DEVELOPMENT
PERSONAL, SOCIAL, AND EMOTIONAL DEVELOPMENT
LITERACY
UNDERSTANDING THE WORLD
UNDERSTANDING THE WORLD
MATHEMATICS
The seven areas are all equally important and interconnected to one another and are supported by four themes. Each theme has an overarching principle and each theme/principle has four commitments.
A Unique Child
Principle: Every child is a competent learner from birth who can be resilient, capable, confident and self assured
Positive Relationships
Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person
Enabling Environments
Learning and Development
Special needs coordinator (SENCO)
Our nursery has a designated member of staff (SENCO) who has responsibility for all children with Special Educational Needs within the setting. and it is her responsibility to ensure that staff are made aware of all children’s additional needs and kept up to date with training, information, new legislation and all issues relating to Special Educational Needs within the nursery.
Developing a positive partnership with parents
We believe that a good working relationship with parents is paramount to the successful education and development of every child. We welcome parents’ input as they have an in -depth knowledge and understanding of their child which can be invaluable in helping us to effectively meet the needs of their child. We would like parents to know that they are always welcome in the nursery either to help out or to discuss any concerns they might have. Arrangements can be made for private discussions at a mutually convenient time.