Play is vital for children. Quite literally. It is through play that young children learn, grow and have fun. It helps them to understand the world around them and to develop socially and emotionally.
Singing songs, reading together, playing games with letters and numbers and having fun with friends gives Pre-school aged children a head start and helps them with their confidence, so they can handle whatever life may bring.
EYFS is not about introducing a curriculum for young children, or making them read or write before they are ready, its quite the reverse. It is about making sure each individual child is learning through high quality play tailored to them, so they develop at their own pace, have fun, make friends and learn as they play. EYFS helps children become confident and secure so that when the time comes, they are better prepared for school. Not pushed, not pressured, but ready to reach their potential. The EYFS is based on 4 overarching principles which shape good practice in early years settings:–
- A unique child
- Every child is a unique. They are consistently 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 environments where their experiences respond to their individual needs and there is a strong partnership between practitioners and yourself as a parent/carer.
- Children learn and develop in different ways and at different rates
- The framework covers the education and care of your child within the early years setting, including children with additional needs.
The activities and experiences that we provide for your child will underpin the skills they need to work towards the Early Learning Goals in the following 7 areas:
- Prime Areas
- Communication and language
- Physical Development
- Personal, social and emotional development
- Specific Areas
- Understanding the World
- Expressive Art and Design
How do you know how your child’s doing?
When you and your child join us at Oatlands Pre-school we will assign you with a Key Person who will visit you both at your home prior to starting, and work closely with you and your child to ensure that their individual needs are being met. We might take photographs and describe what your child has been during the session/week and we will securely upload this information to your child’s online ‘Learning Journey’ via Tapestry. Tapestry Technology provides us with an innovative, exciting and inspirational ‘online journal’ which we use to record all the learning and fun of your child’s early years education journey with us. Sharing your child’s special moments at Pre-school in a way that is accessible to parents/carers wherever they may be.
Text, images and videos are securely uploaded via PC, tablet or mobile app – anywhere there’s an online connection. Every entry helps to create a complete story of each child’s time at with us at Pre-school. To have parents able to view and comment on these special moments, and to be able to share with the setting their own stories of their child’s life outside Pre-school will have a lasting and positive effect on our partnerships journey together.
To ensure our parents/carers are kept well informed we have also introduced a ‘Dear Diary’ in which your child’s Key Person will provide you with a brief snippet of what they have got up to during their day. We encourage parents to fill this in so we can discuss with your child what activities they do with their families together to help build a stronger bond with them.
Special Educational Needs (SEN)
Children with special educational needs are welcome to attend the Pre-school. We have a variety of resources to meet all children’s needs and our new sensory room is a great feature to help support all children but especially children with SEN. We have a Special Educational Needs Co-ordinator (SENCO), who is available to work with your child and other outside agencies to meet their specific needs. If a special educational need is recognised, a child’s Key Person and/or our Special Needs Co-ordinator will discuss their concerns with you. If parents agree, it is sometimes necessary to place a child on the special needs register as detailed in the Special Education Needs Code of Practice. With parents’ permission, we will seek advice from outside agencies to ensure all the support for your child and your family is in place.