3-4 year old provision
At Stoneyholme Nursery School we use the ‘Statutory framework for the early years foundation stage, setting the standards for learning, development and care for children 0-5’ (September 2014) Together with the Early Years Foundation Stage Guidance, which support our planning, teaching and assessment of children. This is overseen by our qualified Lead Teacher and head teacher.
"The curriculum is of a high quality. Children’s activities are developed with much care and thought. Great use is made of the indoor and outdoor environment. Children benefit from extensive opportunities to learn in the nursery garden. Staff are given extra training to help children light fires, climb trees, make dens and identify trees and insects. Books, stories, songs, visits and visitors are also key parts of the planned experiences for children. Children’s learning and their progress is excellent"
The Early Years Foundation Stage (EYFS) sets out standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.
The EYFS supports an integrated approach to early learning and care, providing a set of common principles and commitments to deliver quality early education and childcare experiences to all children.
At Stoneyholme Nursery School we embrace the EYFS which is used to support our planning, teaching and the assessment of children. Staff in nursery will ensure that all children are given opportunities to develop in the three Prime areas and four Specific areas. Woven into all teaching are the Characteristics of Effective Learning. Staff plan activities to ensure that all children’s individual needs are met, they are engaged, motivated and are developing their thinking skills at all times. In addition since September 2013, staff have worked together to develop ‘Our Image of the Child’ and this has made a great impact on our practice and our role as ‘playful partners’.
The revised EYFS framework sets out seven areas of learning and development made up of Prime Areas and Specific Areas. The children make progress at their own pace towards the Early Learning Goals in the seven areas.
Characteristics of Effective Learning
The characteristics of effective learning describe factors which play a central role in a child’s learning and in becoming an effective learner. They are vital elements of support for the transition process from EYFS to Year 1. The characteristics of effective learning run through and underpin all seven areas of learning and development. They represent processes rather than outcomes and explain how your child demonstrates playing and exploring, active learning and creating and thinking critically.
1. Playing and exploring (engagement)
‘Finding out and exploring’ involves open-ended hands-on experiences which result from innate curiosity. These experiences provide raw sensory material from which your child builds concepts, tests ideas and finds out. ‘Using what they know in their play’ describes how children use play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives, and symbolic thinking. Children are willing to ‘have a go’ initiating activities and seeking challenge, learning by trial and error.
2. Active learning (motivation)
‘Being involved and concentrating’ describes the intensity of attention that arises from children engaged in following a line of interest in their activities. Children are able to maintain focus for a period of time, show high levels of energy and fascination, paying attention to details. ‘Enjoying achieving what they set out to do’ builds on the intrinsic motivation which supports long-term success. It refers to the reward of meeting one’s own goals, rather than relying on the approval of others.
3. Creating and thinking critically (thinking)
‘Having their own ideas’ covers the critical area of creativity – generating new ideas and approaches in all areas of achievement. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. ‘Using what they already know to learn new things’ refers to the way children use narrative and scientific modes of thought to develop and link concepts. ‘Choosing ways to do things and finding new ways’ involves children approaching goal-directed activity in organised ways, making choices and decisions about how to approach tasks and planning and monitoring what to do and being able to change strategies.