At Playschool, our curriculum is underpinned by the Early Years Foundation Stage Curriculum. Staff always have a focus on the 'Prime Areas of Learning' and 'Characteristics of Effective Learning' as these put in place the skills for Lifelong Learning in all areas of development. Staff have received additional training to support children's Prime Areas of Learning:
Physical development: Staff encourage and facilitate Movement Play throughout every Playschool day. This promotes fundamental development and connections in the brain.
Communication and Language: Staff use training from Makaton, Elklan and Wellcomm to assess and promote children's speech, language and communication. We are involved in a Department for Education project to become an accredited 'Communication-Friendly Setting'.
Personal, Social and Emotional development: Staff use their knowledge of child development, child psychology and behaviour theories to promote children's sense of belonging, self esteem and confidence.
You can view our curriculum priorities for each cohort by selecting the buttons below:
The techniques and strategies we use to provide opportunities for development are drawn from many evidence-based pedagogical approaches. Research suggests that an approach with lots of different influences tends to be the most effective.
We follow our own unique pedagogy: Our Core Beliefs:
Childhood is more than just preparation for adulthood and each child is an individual.
A homely environment is important to make children feel welcome and that they belong.
Close relationships with adults are vital for healthy development.
All learning is linked and so every different area of learning can impact others.
Child-initiated play is very important as it means that the child is motivated and engaged.
Routine and repetition are important.
Every child should be seen as strong, capable, resilient and ready to explore.
Children need opportunities to make choices, errors, and decisions. This is how they learn what is right for them as an individual.
Children are natural communicators but may express themselves in different ways, this can be through drawing, dancing, painting, music, and pretend play.
Stereotyping should be challenged.
Children need to spend time outside in the natural world and move in fast, big exciting ways.
Our Staff Will:
Act as role models for children, in particular modelling calm, and respectful, kind behaviour as well as the way we interact with each other and problem solve.
Provide a safe, calm, nurturing, interesting environment that encourages self-directed, hands on learning and promotes problem solving.
Promote independence and life skills for children including self-soothing, self-care, dressing, preparing food, eating together and assessing risk.
Always start with what children can do, not what they can’t.
Observe and promote the children’s interests.
Use a plan-do-review routine for children’s learning journeys.
Get to know their key children and offer play opportunities that are right for their stage of development. They know how to simplify certain activities so that every child can confidently and happily play.
Provide opportunities for constructive play and times to talk, listen and communicate with adults and other children.
Make children feel that their conversations with adults are an opportunity to learn and search together.
Encourage curiosity and use of imagination by providing open ended, often natural resources.