The curriculum has changed.  We will update this page shortly.

The provision for children’s development and learning is guided by The Early Years Foundation Stage (DfE2012).

For further information and guidance regarding the Early Years curriculum you can access the following documents by clicking on the links below:

4 Children_Parents Guide:_Sept 2015
EYFS_framework:_September 2014
EYFS_Parents Guide

Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage.

A Unique Child

  • Every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured.

Positive Relationships

  • Children learn to be strong and independent through positive relationships.

Enabling Environments

  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

Learning and Development

  • Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.

How we provide for development and learning

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:

Prime Areas:

  • Personal, social and emotional development;
  • Physical Development; and
  • Communication and Language

Specific Areas:

  • Literacy;
  • Mathematics;
  • Understanding the World; and
  • Expressive Arts and Design

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.

The Development Matters guidance sets out the likely stages of progress a child makes along their learning journey towards the Early Learning Goals. Our setting has regard to these matters when we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understanding they need for:

Personal, social and emotional development

  • Making relationships;
  • Self-confidence and self-awareness and
  • Managing feelings and behaviour

Physical development

  • Moving and handling
  • Health and self-care

Communication and language

  • Listening and attention;
  • Understanding and
  • Speaking


  • Reading and
  • Writing


  • Numbers and
  • Shape, space and measure

Understanding the world

  • People and communities
  • The world and
  • Technology

Expressive Arts & Design

  • Exploring and using media and materials
  • Being imaginative

Our approach to learning and development and assessment

Learning through play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. Our setting uses the Development Matters in the Early Years Foundation Stage guidance to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and in others, an adult takes the lead in helping the children to take part in the activity. In all activities, information from ‘Development Matters’ the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

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 Development Matters the Early Years Foundation Stage guidance 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 can do and provide in order to support each child to remain an effective and motivated learner.


We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, 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 know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development.

We make periodic assessment summaries of children’s achievement based on our ongoing 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

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. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.


Learning Journey

 The setting keeps a learning journey for each child which records their progress and journey while at pre-school. Staff and parents work together incorporating a child’s special moments, progress and learning goals within the journey through photographs, observations and examples of children’s work. This is one of the ways in which the key person and parents work in partnership, celebrating together her/his achievements and sharing information to ensure your child time with us is suited to their individual needs.

The journey’s are confidential but can be discussed and information incorporated at any time by yourself or your child’s key person who will be the person responsible for keeping the journey up to date. The information contained within the journey will be used to plan appropriate activities and experiences to suit your child’s individual needs, interests, progress and achievements again this is based on mutual cooperation and partnership between yourself and your child’s key person.

The opportunity to view your child’s learning journeys is available at any time with additional parent’s evenings and open sessions arranged throughout the year.