Learning
Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage (EYFS) came into effect from September 2008 and replaced the ‘Birth to 3 Matters’ and ‘Foundation’ stage of learning. All early years settings have to conform to the EYFS to ensure they are offering relevant and individual learning opportunities to all children.
The EYFS is based on 4 principles
1. A unique child – every child is a competent learner from birth
2. Enabling environments – the environment (i.e. the setting) plays a key role in supporting and extending children’s development and learning
3. Positive relationships – children learn to be strong and independent from a base of loving and secure relationships
4. Learning & development – children develop and learn in different ways and at different rates. All areas of learning and development are as important as each other and all are inter-related
There are 6 aspects of learning and development.
• Personal, Social and Emotional Development
Children should be provided with experiences and support which help them to develop a positive sense of themselves and others. Practitioners must provide support for the children’s well-being
• Communication, Language and Literacy
Children should be provided the opportunity and encouragement to use their skills in this area in a range of situations. Practitioners should encourage competence in communication, speaking and listening, mark making and writing and an interest in reading
• Problem Solving, Reasoning and Numeracy
Children should be provided with opportunities to learn new skills and gain understanding of problem solving, reasoning and numeracy in order to gain confidence and competence in this area
• Knowledge and Understanding of the World
Children need to be supported in developing their knowledge. They should be offered a range of experiences in order to develop their knowledge base and skills in areas such as the natural environment, ICT, people and relationships etc.
• Physical Development
The physical development of young children must be encouraged through the provision of opportunities for them to be active and to improve their skills of coordination, control, manipulation and movement. Children must be supported in developing their understanding of the importance of physical activity and making healthy choices in relation to food
• Creative Development
Children’s creativity should be encouraged and extended by providing experiences that support their curiosity, exploration and play. Children should be provided with a range of art materials and given opportunities to explore music, movement and dance and role play activities
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 guidance from the Early Years Foundation Stage 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.
Ofsted
As an Ofsted registered pre-school we are regularly inspected and you can view our last Ofsted report by clicking here.
A Typical Day
09.15 Self registration, children proceed into main hall.
Main Hall – Child initiated play - Indoors and outdoors available.
(Children make choices, decisions and carry them out. Adults carry out observations and interact as appropriate with children. Progression/challenge built into planning as and when appropriate for individuals/groups.)
Activities: art & craft, small world play, sensory box, science box, maths table, construction, mark-making, ICT, physical, home corner/role play, table top games, book/quiet corner, group activities, cooking.
10.15 Toilets and hand washing. Snack time in Parker room in key person groups.
(Snack time enables children to work towards social, personal and emotional goals.)
(The children go back into the main hall as soon as they have finished their snack.)
10.30 Change Library books (adult led)
To include activities as before
Circle time – Adult directed:
Parachute games/ music & movement / musical instruments / number rhymes / Obstacle course
Storytime (optional)
Parker room / outside area / book corner
11.50 Tidy up time in Key Person groups
(Opportunities for children to sort, match, take responsibility and co-operate while tidying away resources.)
12.05 Show & tell (Parker Room)
12.15 Parents collect children from Parker room.
12.15 Wednesday - Lunch club.
13.00 Parents to collect from Parker room.
Staff will remain flexible if an opportunity arises during any activity to develop any of the Early Learning Goals.
A floor plan with activities for the week will be displayed on the wall for parents to look at if they wish.
Activities will be planned around the theme for the term. Suggestions for new activities are always welcome.
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