Curriculum and Planning

Within the group, all children are supported in developing their potential at their own pace.  Our effective communication network, involving regular discussion between staff, parents, childminders/carers, regarding the children’s achievements, enables us to ensure an interest led curriculum tailored to the needs/interests of each individual child.  By providing developmentally appropriate play resources with a good balance of child-led and adult-led activities, the curriculum follows the .
Our planning of developmentally appropriate activities, experiences and resources cover the Early Years Outcomes of the Early Years Foundation Stage Framework (EYFS, 2014).

Communication and Language: 
In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking, listening, hearing and by responding to stories, songs and rhymes.

Physical Development:
A wide 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 enables children safely to create and meet physical challenges, 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, pencils, paintbrushes and scissors, and to handle small objects with increasing control and precision.

Team Games- Simon from Triumph well being comes in every Thursday to do a fun sporty session with the children.

Dance Sessions- Jodie from Jodie Robertson’s school of Dance comes in every Monday morning to do a fun dance session with the children.


Personal, Social and Emotional 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 for the group, its members and its property.

Children are helped to understand that written symbols carry meaning, to recognise the written form of their name, and are 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 and a time is set aside at every session especially for looking at books in a quiet environment.  The children consequently become able to handle books and aware of their uses, both for reference and as a source of stories and pictures.

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.

Understanding 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 objects and substances, recognising differences, patterns and similarities, and to share and record their findings.  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 enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.

Expressive Arts & Design:
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 or 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, collage and ICT.  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.


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