Curriculum

Our Curriculum

Children start to learn about the world around them from the moment they are born.

The Care and Education offered by the staff at Great Holm Pre-School help children to continue to do this by offering stimulating activities that aid children to extend their own learning and follow their own interests.

From September 2021 the government implemented a new framework that all childcare providers will use in their settings. The document is called the Early Years Foundation Stage (EYFS ).

Whilst children attend out setting our aim is to encourage independence, to ensure they are ready for the next steps of development when they go to school. Children strive learning through play - we follow their interests week by week, allowing them to access different resources to develop their learning.


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 setting that sees parents as partners in helping each child to learn and develop; and

  • is in a setting 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 (DfE 2012). Our provision reflects the four guiding themes and principles of the Early Years Foundation Stage.

How we provide for development and learning

Children start to learn about the world around them from the moment they are born. 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

  • personal, social and emotional development;

  • physical development;

  • communication and language;

Specific Areas

  • literacy

  • mathematics

  • understanding the world

  • expressive arts and design

For each area, the level of progress children should be expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education.

The ‘Development Matters’ guidance sets out the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.

Personal, social and emotional development

  • Our programme supports children to develop:

  • making relationships

  • self confidence and self awareness

  • managing feelings and behaviour

Physical development

Our programme supports children to develop:

  • moving and handling

  • health and self-care

Communication and language

Our programme supports children to develop:

  • listening and attention

  • understanding

  • speaking

Literacy

Our programme supports children to develop:

  • reading

  • writing

  • Mathematics

Our programme supports children to develop:

  • numbers

  • shape space and measure

Understanding the world

Our programme supports children to develop:

  • people and communities

  • the world

  • technology

Expressive arts and design

  • Our programme supports children to develop:

  • exploring and using media and materials

  • being imaginative

Learning through play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. Our setting uses the Early Years Foundation Stage ‘Development Matters guidance to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities information from the Development Matters guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Characteristics of effective learning

We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Development Matters guidance to the Early Years Foundation Stage as:

  • playing and exploring - engagement

  • active learning - motivation

  • creating and thinking critically - thinking


We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.

Assessment

We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development.

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.

The progress check at age two

The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime learning and development areas of the EYFS: personal, social and emotional development; physical development; and communication and language; when a child is aged between 24 - 36 months. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

Records of achievement

The setting keeps a record of achievement for each child. Staff and parents working together on their children's records of achievement is one of the ways in which the key person and parents work in partnership. Your child's record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child's key person will work with you to keep this record. To do this you and she/he will collect information about your child's needs, activities, interests and achievements. This information will enable the key person to identify your child's stage of progress. You and the key person will then decide on how to help your child to move on to the next stage.

Working together for your children

In our setting we maintain the ratio of adults to children in the setting that is set through the Safeguarding and Welfare Requirements. We also have volunteer parent helpers where possible to complement these ratios. This helps us to:

  • give time and attention to each child;

  • talk with the children about their interests and activities;

  • help children to experience and benefit from the activities we provide; and

  • allow the children to explore and be adventurous in safety