We aim to ensure that each child:

• is in a safe and stimulating environment;

• is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer helpers;

• has the chance to join in with other children and adults to live, play, work and learn together;

• is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do;

• has a personal key person who makes sure each child makes satisfying progress;

• is in a setting that sees parents and carers as partners in helping each child to learn and develop; and

• is in a setting in which parents help to shape the service it offers.

 

The Early Years Foundation Stage

Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage.

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Our approach to learning and development and assessment

 

Learning through play

Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We/I use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.

 

Characteristics of effective learning

We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:

• playing and exploring - engagement;

• active learning - motivation; and

• creating and thinking critically - thinking.

 

We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what [we/I] can do and provide in order to support each child to remain an effective and motivated learner.

 

Assessment

We assess how young children are learning and developing by observing them frequently. We will then use this information, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents and carers know their children best and we will ask you to contribute to assessments by sharing information about what your child likes to do at home and how you, as parents and carers, are supporting their development.

 

We make periodic assessment summaries of children’s achievement based on our on-going development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals, as well as times of transition, such as when a child moves into a different group or when they go on to school.

 

The progress check at age two/three

The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. [Your child’s key person is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

 

Records of achievement

We keep a record of achievement for each child. Your child's record of achievement helps us to celebrate together his or her achievements and to work together to provide what your child needs for his or her well-being and to make progress.

 

Your child's key person will work in partnership with you to keep this record. To do this they, along with parents and carers will collect information about your child's needs, activities, interests and achievements. This information will enable the key person to identify your child's stage of progress. Together, we will then decide on how to help your child to move on to the next stage.

 

Working together for your children

We maintain the ratio of adults to children in the setting that is set by the Safeguarding and Welfare Requirements. We also have volunteer parent helpers, where possible, to complement these ratios. This helps us to:

• give time and attention to each child;

• talk with the children about their interests and activities;

• help children to experience and benefit from the activities we provide; and

• allows the children to explore and be adventurous in safety.