Curriculum Policy
Introduction
The nursery incorporates the Early Years Foundation stage (EYFS) framework to support and develop children’s play
and learning. This was implemented September 2008 and in addition the National Day Care Standards will be integrated into
the document.
The EYFS covers birth to five years and are divided up through
the following principles:
A unique child - every child is a competent learner
from birth
Positive relationships - children can learn to be strong and independent
Enabling Environments - the environment plays a key role in supporting and extending children learning and development
Learning and development - children develop in different ways and at different times and all areas of learning and
development at important.
The curriculum is all adult directed and child
initiated experiences that are available within the nursery and are based heavily on a child’s Personal, Social and
Emotional development and interests which underpins all curriculum areas, plus there holistic development and attitude towards
coming to the Nursery.
Values
The Early Years Foundation Stage framework is reflected in our practice within an environment which is respectful,
kind and considerate to all those who attend. Our objective is to celebrate the age of the children as they are, and not purely
see the early years as a pre-runner for something bigger and more exciting. We embrace the curriculum and lay the foundations
for the promotion of kind and considerate individuals.
Aims and
Objectives
The aim of our nursery curriculum is:
* To enable all children to learn and develop their skills to the best of their ability.
* To promote a positive attitude towards learning
* To promote self – discovery, exploration
and curiosity towards learning
* To promote an ethos of mutual respect and kindness, and a sense of
what is and what is not acceptable codes of behaviour
* To help children understand the importance
of truth and fairness, so that they begin to learn the importance of equal opportunities.
* To endorse
and support children’s high self esteems so they have the confidence to ‘try’. Lily’s nursery advocates
the importance of the process of learning, and not necessarily the end product.
Organisation and Planning
The planning of activities is carried out in three phases:
* Long Term
* Medium term
* Short term
Loose themes and curriculum areas are discussed within planning meetings with key staff in each room as at
regular intervals (please see staff meeting cycle). In addition, key workers plan for the individual needs and interests of
the children in their group, and these are reflective of the curriculum which ascertains to the children’s stage of
development.
Planning within the EYFS - covers the 6 areas of development,
with most activities lending themselves to cross curricula learning, such as a scientific activity, which would involve counting
or sorting. The six areas are:
* Personal. Social and
Emotional Development
* Communication, Language and Literacy
* Problem Solving
Reasoning and Numeracy
* Knowledge and Understanding of the World
* Physical
Development
* Creative Development
Children
with special Needs
Mary Poppins nursery is designed to provide
access and opportunities for all children who attend the nursery. EYFS is delivered creatively by practitioners who will take
into account any special needs that your child has that need addressing. Children will not be excluded from any activity because
of a special need; the onus will be on the practitioner to deliver it in a manner that meets the needs of all.
The nursery complies with the requirements set out in the SEN code of practice, a copy of which can be viewed in
the Nursery. Assessments will be made in accordance with the code. A Multi Element Plan will be formulated for children to
ensure their needs are meet, monitored and reviewed. If a Childs needs are more severe, the nursery may apply for an Earmarked
pupil funding or a statement of special needs from Derby County Council. This is always carried out in accordance with the
Area SENCO and with support from multi- agencies and quality teams.
The EYFS
endorses an ethos of learning through play. The children progress along the stepping stones, which breaks down outcomes into
small, manageable pieces which the children need to work through until they are perfect a skill. The children are guided but
meet the stepping stones at an individual rate, at a speed that is reflective of their stage of development and the opportunities
they have had. Planning is therefore vital to ensure the children have opportunities to try out new skills and to explore
objects, sometimes for the first time.
Partnership with parents is a vital
component of the EYFS . Children who benefit from support and a positive approach to play and learning, offer children an
excellent foundation onto which future learning can be scaffolded.
Monitoring and Review
The Nursery Manager is responsible for the day-to-day organisation of the curriculum, ensuring that staff are fully
trained in all curriculum areas, and recognise the importance of an integrated approach to the EYFS Guidance . An amalgamation
of evidence of children’s learning is captured on a daily basis through observation and Individual learning journeys,
which is monitored and checked by the Nursery Manager for progression and inclusion. These learning journeys/profiles are
sent home every three to four months for parents to read and add to with their own comments and observations, which can then
be taken into consideration when planning for the children.
