Kiddisafe Pre-Schools

mission

Linden St & Coleman Rd - Learning Curriculum

Kiddisafe pre-school playgroup is based on Linden Street (off Gedding Road).

The Pre-school playgroup provides sessional care for 26 children per day/session. The sessions start at 8.45am and finish at 11.45am (term time only).

Children's Development & Learning

Early Years Foundation Stages of Development

The provision for children's development and learning is guided by The Early Years Foundation Stage (DCFS 2007). From September 2008 the Early Years Foundation Stage became law. This brings together Birth to Three Matters and the Curriculum Guidance for the Foundation Stage. Our provision reflects the four key themes and 16 commitments of the Early Years Foundation Stage.

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:

o Personal, Social & Emotional Development
o Communication & Language
o Literacy
o Mathematics
o Understanding The World
o Physical Development
o Expressive Arts & Design

For each area, the practice guidance sets out 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 practice guidance also sets out in ‘Development Matters’ 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.

Personal, Social & Emotional Development

Our Curriculum Supports Children to Develop:

o Positive approaches to learning and finding out about the world around them
o Confidence in themselves and their ability to do things, and valuing their own achievements
o Their ability to get on, work and make friendships with other people, both children and adults
o Their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment
o Their ability to dress and undress themselves, and look after their personal hygiene needs; and Their ability to expect to have their ways of doing things respected and to respect other people's ways of doing things.

Communication & Language

Our Program Supports Children to Develop:

o Conversational skills with one other person, in small groups and in large groups to talk with and listen to others
o Their vocabulary by learning the meaning of - and being able to use - new words
o Their ability to use words to describe their experiences
o Their knowledge of the sounds and letters that make up the words we use
o Their ability to listen to, and talk about, stories

Literacy

Our Program Supports Children to Develop:

o Knowledge of how to handle books and that they can be a source of stories and information
o Knowledge of the purposes for which we use writing
o Making their own attempts at writing
o Develop an interest favorite stories and rhymes
o Repeat words and phrases. and letters that make up the words we use

Mathematics

Our Programme Supports Children to Develop:

o Understanding and ideas about how many, how much, how far and how big
o Understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects
o Understanding that numbers help us to answer questions about how many, how much, how far and how big
o Understanding and ideas about how to use counting to find out how many
Early ideas about the result of adding more or taking away from the amount we already have.

Understanding the World

Our Programme Supports Children to Develop:

Knowledge about the natural world and how it works

o Knowledge about the world and how it works
o Their learning about how to choose, and use, the right tool for a task
o Their learning about computers, how to use them and what they can help us to do
o Their skills on how to put together ideas about past and present and the links between them
o Their learning about their locality and its special features
o Their learning about their own and other cultures

Physical Development

Our Programme Supports Children to Develop:

o Increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift
o Increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials
o Their understanding about the importance of, and how to look after, their bodies.

Expressive Arts & Design

Our Programme Supports Children to Develop:

o The use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and
o their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings.
o 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 practice guidance Early Years Foundation Stage 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 the practice guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Assessment

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.