Our Curriculum

 

Statement of Intent

Our curriculum aims to lay a secure foundation for future learning. We engage children in learning from the very start and are confident our children leave us as happy, confident and skillful communicators who are curious about the world around them.

 

All staff work hard as a team to create a positive, caring and welcoming atmosphere where the children feel secure yet are challenged to achieve their best. The emphasis is very much on helping individual children to achieve their full potential. We are fully inclusive, and all children are expected to think about the needs of others. We respect and value all families as their children’s ‘first teachers’ and aim to develop a positive two-way relationship with each one.

 

We provide for and support every child. Within our Federation of schools, we know that children do their best when all their physical and emotional needs are being met. We embrace the individual and all staff understand that each child is unique, as are their learning requirements. We understand all children will develop at their own pace and we take the necessary time to develop each child. Our methods to develop a child’s skills and learning are through the implementation of a wide range of experience, all set within a stimulating, thought provoking, fun and challenging environment. These experiences are led and guided by our practitioners who spend time with the children developing their skills and knowledge. We will provide the opportunity and learning experiences across a wealth of subjects, ensuring British fundamental values and cultural capital is at the heart of our learning.

 

Practitioners implement and guide children’s learning through communication; modelling language, questioning, explaining, demonstrating and encouraging. They provide a narrative, as well as facilitating and setting challenges. Our learning environment offers children the space, freedom and resources to learn with a particular focus on natural, recycled and open-ended materials.

 

Our youngest children will firstly develop a strong foundation in the prime areas of learning. Once this solid foundation has been constructed, the children are then able to develop and extend their existing knowledge, learning new and more complex skills and knowledge within the specific areas of learning.

 

 Prime Areas

  • Personal and Social Development (PSD)
  • Communication and Language (CL)
  • Physical Development (PD)

 

Specific Areas

  • Literacy (L)
  • Mathematics (M)
  • Understanding the World (UW)
  • Expressive Arts and Design (EAD)

 

Our nurturing of children provides a high level of wellbeing. This in turn leads to high levels of child development and the ability to create and think critically.

 

We aim to provide our children with knowledge, skills and experiences in a hands on, holistic way so that all learning is embedded in a meaningful context. We do this through a personalised, flexible curriculum that engages and motivates our children. It covers all the 7 areas of learning and supports the children’s learning characteristics.

 

Implementation

Our curriculum is a carefully planned learning experience. We follow the Early Years Foundation Stage. We believe that children are born unique and capable individuals. We are curious to know about their previous learning and the experiences they’ve had at home and elsewhere prior to their time with us. We are passionate advocates of parental partnership, knowing that ‘it takes a whole village to raise a child’. Information is shared to ensure that new learning builds upon and strengthens their previous understanding.

 

Our daily routines support children to settle in. Our ongoing assessment allows us to respond quickly to the children’s learning by enhancing ideas and modelling vocabulary that is relevant to the children. Our workshop environment is set up to develop appropriate skills. Our resources are considered carefully and are used to provide challenge, curiosity and to match the children’s interests.

 

We provide a learning environment based on the individual children’s needs and interests and it builds on previous skills and knowledge. It starts with the children and their own locality and stretches out to explore being a good citizen and develop their awareness of the wider world.

 

Staff observe, listen to and work with children to facilitate learning. Positive relationships and good communication play a vital part when planning for individual needs. Every child has the support they need to flourish.

 

All children access a broad, balanced, well-resourced curriculum, which offers opportunities for enjoyment and success through active learning. Planned activities aim to foster good social relationships, promote equal opportunities and support special educational needs and disabilities. Children learn to co-operate and listen to others to the very best of their ability. They do this as individuals, in pairs, small groups and whole class groups. Staff plan for and ensure that both the inside and outside classroom spaces are fun, safe, engaging and offer appropriate challenge.

 

Staff understand that the prime areas of learning begin to develop quickly in response to relationships and experiences and run through and support learning in all other areas. Furthermore, these prime areas continue to be essential throughout the whole of the EYFS. All 7 areas of learning (see below) are used to plan children’s learning and activities. Staff use first hand experiences, visitors and visits to enhance children’s experiences and to bring their learning alive.

 

Within our federation of schools, we encourage children to develop their imaginations, to get actively involved in learning and to make decisions. Through their play our children will:

 

  • Explore, develop and represent learning experiences that help them to make sense of the world.
  • Practice and build up ideas, concepts and skills.
  • Learn how to understand the need for rules.
  • Take ‘safe risks’ and make mistakes.
  • Think creatively and imaginatively.
  • Communicate with others as they investigate and solve problems.

 

To plan appropriate activities, staff carry out assessments. These start with careful observation. Observations inform planning and in turn are used to support the children’s wellbeing, development and learning. In response to the latest EYFS reforms (Sept 2021), we plan to reduce the amount of practitioner time that is used to capture and document evidence of learning via children’s individual online journals (Tapestry). This will increase the amount of time that our team are able to spend observing, interacting and considering next steps for individual children.

 

Impact

 

Children’s progress is monitored closely from the moment they start, and their journey is tracked throughout the year allowing appropriate support and challenge to be put in place. Our assessments are integral to effective learning and teaching. The results of this are children and families who have a sense of belonging and a positive disposition to learning. They transition into Primary and Special schools with confidence and with the strong character needed to meet the challenges of an ever changing world. Our teaching style allows the children to display high levels of concentration, creativity, energy and persistence. Self-esteem blossoms and children develop crucial social skills as they support each other in their learning journey. Through our curriculum our children learn about risks and safety, how to make good choices and gain an understanding of boundaries. They develop into independent, confident and successful learners. To conclude, our curriculum provides the building blocks for every area of learning and our children flourish and go on to be the best they can be.


Please click here to view the Birmingham Curriculum Statement to which we subscribe.

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