Our Garden area

Outside we have a large soft surface play area that can either be used a one big play area or separated into two separate areas with a grass area at either end. We will have trucks and trikes for the children to play on as well as balls and nets available for games. They can also use the surrounding grounds to do activities such as hunting for mini beasts. We also have a planting area to the side of the building where the children where the children can plant their own vegetables and tend to them as they grow. Again the outside area is a place where we would like the children to take ownership of and develop to meet their interests and needs.

Activities

Play underpins all development and learning for young children.

We enable all children to participate, enjoy and achieve in rich play based activities which foster their physical, social, emotional and intellectual development.

Each child has a key person. We meet individual needs. The focus of planned activities flow from the child’s needs through observational assessments. We plan activities on the basis of the children’s developmental progress and interests working towards the Early Learning Goals (identified in each Area of Learning and Development).

The children feel safe and secure; this helps them to become confident learners. We promote children’s learning through planned experiences and activities that are challenging but achievable, however, children are encouraged to initiate activities which promote learning and enable them to learn from each other. We plan the indoor and outdoor environment carefully to provide a positive context for learning and teaching.

Through many first-hand experiences and creative and imaginative play activities, we give children the opportunities to learn through movement and all their senses. We give them time to explore ideas and interests. We are aware that children learn in different ways and at different rates and work in partnership with parents as we recognise that parents are the prime teachers of their children.

Our nursery assistants model a range of positive behaviour using language that is rich and using ‘correct’ grammar. We recognise that what is said and how our nursery assistants speak is the main way of teaching new vocabulary and helping babies and children to develop linguistic structures for thinking. We use conversation and carefully framed questions because this is crucial in developing children’s knowledge.

Some direct teaching of skills and knowledge takes place when our nursery assistants feel it is appropriate to the children. They interact with and support children in a way that positively affects the attitudes to learning that children develop.

Ongoing assessment is an integral part of the learning process. We observe the children throughout the day and respond appropriately to help them make progress towards the early learning goals. Assessment is based on our observations of what the children are doing in their day to day activities. All adults who interact with the children contribute to this process. We also take note of any information parents give us. We believe that an ongoing dialogue with parents is essential. Progress and achievements are reported to parents both informally and formally throughout the Early Years Foundation Stage.