|
| |
   
The
Curriculum
Our Pre-School
aims to:
• Provide high quality care and education for children
below statutory school age;
• Work in partnership with parents to help children to learn
and develop;
• Add to the life and well-being of the local community; and
• Offer children and their parents a service that promotes
equality and values diversity.
Parents
Parents are regarded as members of our pre-school who have full
participatory rights. These include a right to be:
• Valued and respected;
• Kept informed;
• Consulted;
• Involved; and
• Included at all levels.
As a community based, voluntary managed setting, we also depend on the good will
of parents and their involvement to keep going. Membership of the pre-school
carries expectations on parents for their support and commitment.
We aim to ensure that each child:
• Is in a safe and stimulating environment;
• Is given generous care and attention, because of our ratio
of qualified staff to children, as well as volunteer parent helpers;
• Has the chance to join with other children and adults to
live, play, work and learn together;
• Is helped to take forward her/his learning and development
by being helped to build on what she/he already knows and can do;
• Has a personal key person who makes sure each child makes
satisfying progress;
• Is in a pre-school that sees parents as partners in helping
each child to learn and develop; and
• Is in a pre-school in which parents help to shape the
service it offers
Children’s development and learning
The provision for children’s development and learning is guided by The Early
Years Foundation Stage (DCFS 2007). From September 2008 the Early Years
Foundation Stage became law. This brings together Birth to Three Matters and the
Curriculum Guidance for Foundation Stage. Our pre-school reflects the four key
themes and 16 commitments of the Early Years Foundation Stage.
A Unique
Child
Child Development: Skilful communicator, competent learner.
Inclusive Practice: Equality and diversity, children’s entitlements, early
support.
Keeping Safe: Being safe and protected, discovering boundaries, making
choices.
Health and Well-being: Growth and developing, physical and emotional
wellbeing.
Positive Relationships
Respecting Each Other: Understanding feelings, friendship, professional
relationships.
Parents as Partners: Respecting diversity, communication, learning together.
Supporting Learning: Positive interactions, listening to children, effective
teaching.
Key Person: Secure attachment, shared care, independence.
Enabling Environments
Observation, Assessment and Planning: Starting with the child, planning,
assessment.
Supporting Every Child: Children’s needs, the learning journey, working
together.
The Learning Environment: The emotional environment, the outdoor
environment, the indoor environment.
The Wider Context: Transitions and continuity, multi-agency working, the
community.
Learning and Development
Play and Exploration: Learning through experience, adult involvement,
contexts for learning.
Active Learning: Mental and physical involvement, decision making,
personalised learning.
Creativity and Physical Thinking: Making connections, transforming and
understanding, sustained shared thinking.
Areas of Development and Learning
|
