Teaching and Learning
The Early Years Foundation Stage (EYFS) framework, which we are required to follow, sets standards for the learning, development and care of children from birth to 5 years old and supports an integrated approach to early learning and care.
The learning and development requirements cover:
- the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings
- the early learning goals that providers must help children work towards
- assessment arrangements for measuring progress
It should be noted that Ofsted does not have a preferred style or approach to teaching or play and leaves it to us, as early years practitioners, to make the important decisions about how our children learn. With regard to teaching, Ofsted says it
“is a broad term which covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take account of their interests and dispositions to learning (characteristics of effective learning), and use this information to plan children’s next steps in learning and monitor their progress.”
Inclusion
Our ethos of inclusion is central to who we are and what we do. We create a caring, friendly and nurturing environment where all children can thrive socially, personally and academically and we accommodate children from all backgrounds and with a variety of needs.
If a child has a disability or medical condition, we work with the family to ensure full access to the curriculum.
For children with special education needs or disabilities, we provide support - sometimes 1:1 - and nurture, to give the best possible start to their education, and we work closely with other specialists and support agencies to access all the support available. Early identification of needs and arranging appropriate interventions from the earliest stage will improve outcomes for children.
Our SEN policy is published on the policies page of this website.
Follow this link to read our SEND Information Report.
Assessment
The arrangements for assessing children’s progress in the nursery are an intrinsic part of our obligations under the EYFS framework: through good observation, accurate assessment judgements can be made about children’s needs and their stage of development
Assessment and Planning are inextricably linked and assessment plays an important part in helping both practitioners and parents to recognise children’s progress, understand their needs, and to plan activities and support. Well-planned child initiated learning enables children to practise and refine taught skills and to further develop their understanding of new knowledge or concepts. We aim to close quickly any gaps in children’s learning and development through effective discussion during the staff's weekly planning meetings, termly progress meetings and regular moderation activity.
Ongoing assessment (known as formative assessment) is an integral part of the learning and development process and we are looking to understand not only the children’s achievements but also their particular interests and preferred learning styles. Our assessment information will usually be gathered from observation of children during their independent learning time but we also take opportunities to learn from parents about what the child does at home. We analyse the observations to decide what they tell us about a particular child and where he or she is in their learning journey. We use the information to plan ‘what next’ for the children and to shape learning experiences for each child reflecting our observations.
Tapestry
Much of what we learn is shared with parents through your child’s online learning journal.
The key person will document your child’s progress as she or he progresses throughout the Nursery School through an online learning journal called ‘Tapestry’. At the beginning of your child’s time at Nursery, you will be sent an email link to activate your online journal which will give you access to your child’s observations, alongside the opportunity to comment on each entry and watch some videos of your child’s learning. We value any additions to Tapestry of any exciting activities and adventures you might get up to at home, for example days out, special events or new milestones.
Each term, you will be invited to meet with the key person or the one of the qualified teachers to discuss progress and share strategies for supporting your child’s learning.
You can access Tapestry through the App or by clicking on the logo below.
