Within the group, all children are supported in developing their potential at their own pace. Our key worker system enables us to ensure a planned curriculum tailored to the needs of each individual child. By means of developmentally appropriate play activities and a high level of individual adult input, we offer a curriculum which leads to nationally approved learning outcomes, this prepares them for the work on the National Curriculum at Key Stage 1 in primary school based on the DfES’s “Foundation Stage” Early Learning Goals. The goals are a series of aims within six areas of young children’s’ development and learning. Most children should be able to reach these by the end of the Foundation Stage.
LANGUAGE AND LITERACY
In both large and small groups, children are encouraged to extend their vocabulary
and fluency by talking and listening, and by hearing and responding to
stories, songs and rhymes. Children are helped to understand that written
symbols carry meaning, to be aware of the purposes of writing and when
they are ready, to use drawn and written symbols for themselves. A well-stocked
book corner gives every child the opportunity and encouragement to become
familiar with books, able to handle them and make them aware of their uses
both for references and as a source of stories and pictures.
PERSONAL AND SOCIAL DEVELOPMENT
Within a nurturing environment, children are individually supported in
developing confidence, autonomy and self-respect. They are encouraged
to work and
concentrate independently and also to take part in the life of the group,
sharing and co-operating with other children and adults. Through activities,
conversation and practical example, they learn acceptable ways to express
their own feelings and to have respect for the feelings of others. All
children are given the opportunity, as appropriate, to take responsibility
for themselves and also to the group, it’s members and it’s
property.
MATHEMATICS
By means of adult-supported practical experience, children become familiar
with the sorting, matching, ordering, sequencing and counting activities,
which form the basis for early mathematics. As they use their developing
mathematical understanding to solve practical problems, children are assisted
to learn and use the vocabulary of mathematics identifying objects by shape,
position, size, volume and number. Songs, games and picture books help
children become aware of number sequences and when they are ready, to use
simple mathematical operations such as adding.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
A safe and stimulating environment allows children to explore and experiment
with a range of natural and manufactured materials. They learn to observe
the features of object and substances, recognising differences, patterns
and similarities and to share their findings and record them. Children
are assisted in exploring and understanding their environment, both within
the group and also in the wider community. A range of safe and well maintained
equipment enable children to extend their technological understanding,
using simple tools and techniques as appropriate to achieve their intentions
and to solve problems.
PHYSICAL DEVELOPMENT
A range of equipment and opportunities, both indoors and out of doors allows
children to develop confidence and enjoyment in the use and development
of their own bodily skills. A very high level of adult supervision enable
children to create and meet physical challenges safely, developing increasing
skill and control in moving, climbing and balancing. At the same time,
children are supported in the development of the fine motor skills required
to use tools, including pens and pencils, and to handle small objects with
increasing control and precision.
CREATIVE DEVELOPMENT
Children are encouraged to use a wide range of resources in order to express
their own ideas and feelings and to construct their individual response
to experience in two and three dimensions. Art equipment, including paint,
glue, crayons and pencils as well as natural and discarded resources, provides
for open-ended exploration of colour, shape and texture and the development
of skills in painting, drawing and collage. Children join in with and respond
to music and stories and there are many opportunities for imaginative role-play,
both individually and as part of a group.
The following activities are regularly
available to the children attending our group:
Adventure play and physical activity
Books, stories, storytelling and the written word
Building and Construction (including wood play and junk modelling)
Cookery
Dough and Clay
Games, puzzles and tabletop activities (sorting, threading, matching
etc.)
Magnets, mirrors, magnifiers and other practical devices
Make believe (home corner, dressing up and small world toys)
Music and sounds
Creative art (painting, drawing, cutting, sticking, printing and collage).
Sand and water play
Alongside these activities we follow cross-curricular themes. The programme
follows a two-year cycle. For more details of how these activities and
themes link to the desirable learning outcomes, you are welcome to see
the programme
at our Playgroup.
Spring Term 2008
Winter
Numbers 1 – 10
Ourselves
Summer Term 2008
Shapes and Colours
Autumn Term 2008
Books, Stories and characters
Occupations and people who help us
Spring Term 2009
Winter
Spring
Animals and Plants
Summer Term 2009
Nursery Rhymes
Seaside
Summer
Autumn Term 2009
The Alphabet
Autumn
Christmas
Within our curriculum we acknowledge all the festivals, which are celebrated
by the families involved in our group, and will seek advice about any which
are unfamiliar to our staff.
Any subjects of special interest to the children whether arising from their
experiences or relevant world events are picked up on within our planning.