We believe that learning to do things in practical way builds children's confidence, it enhances their dexterity and problem-solving abilities, and that it supports their educational curricular.

We provide your children with an inviting, friendly, nurturing, safe, secure, caring, Challenging and stimulating environment in which they are able to express themselves freely, build positive relationships and develop to their full potential in all areas, whatever their individual needs may be.

We encourage the children to trust their abilities and to follow through on their interests and discoveries. We ask them to think for themselves rather than merely to follow instructions. We will assist children to become active participants and make choices about the life.

Our qualified care staff will support children to play and participate in interesting activities.

THE EYFS FRAMEWORK

The EYFS Framework explains how and what your child will be learning to support their healthy development. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development. Children should mostly develop the three prime areas first.

THESE ARE:

Prime Areas

Personal, Social and Emotional Development:

2 years and 3-4 Years

Become more outgoing with unfamiliar people, in the safe context of their setting. Show more confidence in new social situations.

Play with one or more other children, extending and elaborating on play ideas. Increasingly follow rules, understanding why they are important. Find ways to calm themselves by being calmed and comforted by their key person.

Notice and ask questions about differences, such as skin colour, types of hair, gender, special needs and disabilities, and so on. Develop friendships with other children. Safely explore emotions beyond their normal range through play and stories. Talk about their feelings more elaborately: "I'm sad because..." or "I love it when ... Learn to use the toilet with help, and then independently.

Communication and Language:
2 years and 3-4 Years
Know many rhymes, be able to talk about familiar books, and be able to tell a long story. Enjoy listening to longer stories and can remember much of what happens. Sing a large repertoire of songs. Use a wider range of vocabulary. Understand a question or instruction that has two parts, such as "Get your coat and wait at the door" Start to develop a conversation, often jumping from topic to topic. Develop pretend play: putting the baby to sleep' or driving the car to the shops'. Listen to simple stories and understand what is happening, with the help of the pictures.

 

Physical Development:
2 years and 3-4
Years Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills. Go up steps and stairs, or climb up apparatus, using alternate feet. Skip, hop, stand on one leg and hold a pose for a game like musical statues. Use large-muscle movements to wave flags and streamers, paint and make marks. Sit on a push-along wheeled toy, use a scooter or ride a tricycle. Use large and small motor skills to do things independently, for example manage buttons and zips, and pour drinks. Show an increasing desire to be independent, such as wanting to feed themselves and dress or undress. Develop manipulation and control. Explore different materials and tools.

SKILL DEVELOPMENT

These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in four specific areas.

THESE ARE:
Specific Areas Mathematics:
2 years and 3-4 Years
Count in everyday contexts, sometimes skipping numbers - 1-2 -3-5 Combine objects like stacking blocks and cups. Put objects inside others and take them out again. Take part in finger rhymes with numbers.

Recite numbers past 5. Say one number for each item in order: 1, 2,3,4,5. Know that the last number reached when counting a small set of objects tells you how many there are in total (cardinal principle'). • Show 'finger numbers up to 5. Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5.

Talk about and identify the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper.

Use informal language like pointy, spotty, 'blobs' etc. Extend and create ABAB patterns - stick, leaf, stick, leaf. Notice and correct an error in a repeating pattern. Begin to describe a Begin to describe a sequence of events, real or fictional, using words such as 'first', ‘then’…

Knowledge of the World:
2 years and 3-4 Years
Begin to make sense of their own life story and family's history.
Repeat actions that have an effect.
Explore materials with different properties.
Explore natural materials, and nature around us, indoors and outside.
Explore and respond to different natural phenomena in their setting and on trips.
Make connections between the features of their family and other families.
Notice differences between people.


Expressive Arts and Design:
2 years and 3-4 Years

Take part in simple pretend play, using an object to represent something else even though they are not similar.
Remember and sing entire songs.
Show attention to sounds and music.
Respond emotionally and physically to music when it changes.
Move and dance to music.
Notice patterns with strong contrasts and be attracted by patterns resembling the human face.
Start to make marks intentionally. Explore paint, using fingers and other parts of their bodies as well as brushes and other fools.
Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make.
Enjoy and take part in action songs, such as 'Twinkle, Twinkle Little Star'. Start to develop pretend play, pretending that one object represents another. For example, a child holds a wooden block to her ear and pretends it's a phone. Explore different materials, using all their senses to investigate them. Manipulate and play with different materials. Use their imagination as they consider what they can do with different materials. Make simple models which express their ideas.

Literacy:
2 years and 3-4 Years
Engage in extended conversations about stories, learning new vocabulary.
Develop their phonological awareness, so that they can: - spot and suggest rhymes- count or clap syllables in a word- recognise words with the same initial sound, such as money and mother.

Ask questions about the book. Makes comments and shares their own ideas. Develop play around favourite stories using props.

Enjoy songs and rhymes, tuning in and paying attention. Join in with songs and rhymes, copying sounds, rhythms, tunes and tempo. Say some of the words in songs and rhymes.

Copy finger movements and other gestures. Sing songs and say rhymes independently, for example, singing whilst playing. Enjoy sharing books with an adult. Pay attention and respond to the pictures or the words. Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories. Ask questions about the book.

Makes comments and shares their own ideas. Notice some print, such as the first letter of their name, a bus or door number, or a familiar logo. Enjoy drawing freely. Add some marks to their drawings, which they give meaning to. For example: "That says mummy." Make marks on their picture to stand for their name