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The Curriculum

For children between the ages of 2.5 years and 4 years, the pre-school follows curriculum guidelines for the Early Years Foundation Stage.


The three characteristics of learning:

    • By playing and exploring
    • Finding out and exploring
    • Using what they know to have a go


    • Through active learning
    • Being involved and concentrating
    • Keep on trying
    • Enjoying and achieving what they set out to do


    • By creating and thinking critically
    • Having their own ideas
    • Using what they already know to learn new things
    • Choosing ways to do things and finding new ways


    • The learning characteristics represent process rather than outcomes.

    • The guidance divides children’s learning and development into seven areas


The Prime Areas of Learning and Development

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


The specific Areas of Learning and Development

    • Understanding of the world
    • Literacy development
    • Expressive Arts and Design
    • Mathematics


    • For each are, the guidance sets out early learning goals. These goals state what is expected that children will know and be able to do by the end of         the reception year of their education.

    • Each child has a key person and we observe your child through daily play and activities and keep a record in their Learning Journeys. This is in the       form of various documentation, photographs, written observations, evidence of work and activities. This will show how they have progressed in       learning during their time at pre-school. We can measure this using the Early Years Foundation Stage Development Matters



    • Children count reliably with numbers 1 to 20, place them in order and say which number is more or less than a given number. Using quantities and              objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving        and sharing.


    Shape, space and measure

    • Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and solve       problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical       language to describe them


Understanding of the world

    People and communities

    • Children talk about the past and present events in their own lives of family members. They know that other children don’t always enjoy the same       things, and are sensitive to this. They know about similarities and differences between themselves and others and among families, communities and       traditions.


    The world

    • Children know about similarities and differences in relation to places. Objects, materials and living things. They talk about the features of their own       immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some       things occur and talk about changes.



    • Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.


Physical development

   Moving and handling

    • Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They       handle equipment and tools effectively, including pencils for writing.


   Health and self-care

    • Children know the importance for good health of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage       their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


 Expressive Arts and Design

   Exploring and using media and material

    • Children sing songs, make music and dance and experiment with ways of changing them. They safely use and explore a variety of materials, tools and       techniques, experimenting with colour, design, texture, form and function.


   Being imaginative

    • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas,       thoughts and feeling through design and technology, art, music, dance, role-play and stories.




    • Children read and understand simple sentences. They use phonic knowledge to decode words. They demonstrate understanding when talking with       others about what they have read.



    • Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They       write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Communication and Language

   Listening and attention

    • Children listen attentively in a range of situation. They listen to stories, accurately anticipating key events and respond to what they hear with       relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.



    • Children follow instructions involving several ideas or actions. They answer how and why questions about their experiences and in response to stories       or events.



    • Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking       about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.


Personal, Social and Emotional Development

   Making relationships

    • Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show       sensitivity to others’ needs and feelings and form positive relationships with adults and other children.


   Self-confidence and self-awareness

    • Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group,        will talk about their ideas and will choose resources they need for their chosen activities. They say when they do or don’t need help.


   Managing feelings and behaviour

    • Children talk about how they and other’s show feelings, talk about their own and others’ behaviour and its consequences and know that some       behaviour is acceptable and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules.


They adjust their behaviour to different situations and take changes of routine in their stride.