kiddisafe Our Curriculum

Pre-School and Day Nursery – Learning Curriculum

Development & Learning

Early Years Foundation Stages of Development (EYFS)

The provision for development and learning is guided by The Early Years Foundation Stage (DCFS 2007). From September 2008 the EYFS has become a statutory requirement. This brings together Birth-Three Matters and the Curriculum Guidance for the Foundation Stage. Our provision reflects the four key themes and 16 commitments of the EYFS whole-heartedly.

How we provide for development and learning

Children begin learning about the world around them from the moment they are born. The care and education offered by our settings aids in continuing and developing and growing their curiosity for learning 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:

  • Personal, Social & Emotional Development
  • Communication & Language
  • Literacy
  • Mathematics
  • Understanding The World
  • Physical Development
  • Expressive Arts & Design

For each area, the practice guidance sets out the Early Learning Goals. The goals state what is typically expected of each age group regarding knowledge and capabilities by the end of the reception year of education. The practice guidance also sets out in ‘Development Matters’ 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 & Emotional Development
Our Curriculum Supports Development in:

  • Positive approaches to learning and curiosity about the world around them
  • Confidence in themselves and their ability to do things, valuing their own achievements
  • Their ability to get on, work and make friendships with others, both children and adults
  • Their awareness of, and being able to abide by, the rules which we all help us look after ourselves, others and our environment
  • Their ability to dress and undress themselves, and to look after their personal hygiene needs
  • Their ability to expect to have their ways of doing things respected and to respect other people’s ways of doing things.

Communication & Language
Our Program Supports Development in:

  • Their knowledge of the sounds and letters that make up the words we use
  • Their vocabulary by learning the meaning of, and being able to use, new words
  • Their ability to use language to describe their experiences
  • Conversational skills with another person, in small groups and in large groups: to respond and listen to others
  • Their ability to listen to, and talk about, stories

Our Program Supports Development in:

  • Knowledge of how to handle books, understanding that they are a source of stories and information
  • Knowledge of the purposes for which we use writing
  • Making their own attempts at writing
  • Develop an interest in favourite stories and rhymes
  • Repeat words, phrases and letters that make up the language we use

Our Programme Supports Development in:

  • Understanding frequency and size: ideas about how many, how much, how far and how big
  • Understanding the use of numbers to answer questions about how many, how much, how far and how big
  • Understanding spatial awareness: patterns, the shape of objects and parts of objects, and the amount of space taken up by objects
  • Understanding counting: how counting numbers is used
  • Growing understanding of fundamental ideas of adding and subtracting

Understanding the World
Our Programme Supports Development in:

  • Knowledge about the world and how it works
  • Learning how to choose and use appropriate tools for a task
  • Learning about computers, how to use them and what they help us to do
  • Skills on putting together ideas about past, present and the links between them
  • Learning about their locality and its special, unique features
  • Appreciating their own and other cultures

Physical Development
Our Programme Supports Development in:

  • Increasing control and confidence over large movements that they can make with their arms, legs and bodies to run, jump, hop, skip, roll, climb, balance and lift
  • Increasing control and confidence over small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials
  • Understanding the importance of, and how to look after, their bodies.

Expressive Arts & Design
Our Programme Supports Development in:

  • Using paint, materials, music, dance, words, stories and role-play to express ideas, feelings and creativity
  • Our approach to learning and development and assessment

Learning Through Play
Learning through play aims to foster the means by which research has shown young children learn to think independently: doing and talking. Our setting uses the practice guidance of Early Years Foundation Stage to plan a wide range of playful activities which encourages progress in each of the above areas of learning and development. In some activities, children decide how they wish to make use an activity and in others, an adult leads in supporting the children to make the most of an activity. In all activities information from the practice guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

We assess that learning and development needs are being met through frequent and regular observations. We use the details noted in observations, as well  photographs or videos, to document their progress and provide record of how their development is shaping and leading them. We believe that parents know their children best and we ask them to contribute to assessments by sharing information on what children like to do at home and how they as parents are supporting development.

We make periodic assessment summaries of achievement based on 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.