INTENT-  Our shared pedagogy has enabled us to develop a curriculum that is balanced between child initiated learning and the opportunity to acquire new knowledge through more direct teaching. In phase One we place children’s well-being at the for-front of all learning experiences. Through the Characteristics of Effective Learning we endeavor to promote a resilient, challenged and independent learning culture which reflects the uniqueness of the Early Years curriculum.

 

IMPLEMENTATION-  

Our carefully thought out learning environments enable children to follow their desires and interests and connect with their learning through play. We are a team of highly skilled practitioners all of whom possess high expectations. This ensures that our pupils become enthused, resilient, engaged, committed, challenged, collaborative, expressive, imaginative, creative, confident and independent thinkers (Characteristics of Effective Learning).

Learning is most significant because the phase one curriculum at Fordbridge connects with children’s interests has breath, balance and depth, is enquiry lead and discovery based. We provide experiences, opportunities and skills that are carefully planned and well taught to enable children to progress in all areas of their development. As a phase we ensure the learning journey for children who join us at FCP to the end of year 1 is continually progressive. We achieve this through the staffs shared vision and joint thinking and team work. We have adopted a curriculum development model inspired by “Early Excellence”. As a setting we provide continuous provision- this is curriculum through high quality indoor and outdoor learning environments. Enhanced provision – this is curriculum through resource stimulus, interactive display, visits and visitors. Directed activities- curriculum through focused teaching, discussion and group activities.

 

IMPACT- 

School tracking confirms that the children enter our setting typically below the expected standard but exit reception in line with the national expected standard or above. This is due to the careful planning and implementation of the curriculum where we ensure all children make progress from their different starting points with teaching and learning that is bespoke to the setting and the needs of the children.

As a setting you will observe children displaying high levels of well- being and involvement as well as children displaying all the characteristics of effective learning. The growth of children’s cultural capital will be evident as the children will acquire the knowledge and skills for what comes next in their lives. Every child will be given the best start in life that we can offer.

Children leave Phase one with a sense of belonging to a tightly-knit community where they have the confidence and skills to make connections and become lifelong learners on their school journey.

Introduction

Welcome to Fordbridge Childcare Plus!

We are delighted that you have chosen our setting to care for your child.  Here at Fordbridge Children Plus we believe in making the children’s time here exciting, whilst also providing them with the opportunity to grow and develop, to make new friendships and discover the world around them.  We look forward to getting to know you and your child!

In the first instance, we invite you to a parent welcome meeting with your child to visit the setting and meet the team. 

After this meeting we will offer a space (dependant on availability).

Once you have accepted a place at Fordbridge Childcare Plus your child will be given their start dates and times.

 

Starting at Fordbridge Childcare Plus

First Days

To help make the transition from the home to nursery comfortable, we have thought in depth about our settling in program.

Your child will have a first settling in session in the nursery and we ask that you stay with your child for this time. This will help them to become familiar with the staff and their surroundings, as well as becoming familiar with routines.

There will be a second settling in session for your child and during this session we will ask parents/carers to leave their children in their allocated room and join us for ‘Tea and Tissues’ in the staff room, this will help the children to make trusting relationships with the staff in their room.

 

Children require a varying amount of support when they start nursery, if your child requires extra support the practitioners will support both you and your child with a more advanced settling in plan. This will ensure that your child develops a positive and healthy attitude towards coming to nursery.

Prime Areas

 

• Personal, Social and Emotional Development

The focus for this area of development is to build strong, resilient children that are friendly to one another.  Children are encouraged to explore their feelings and begin to develop their emotional language to communicate with others.  It is important to remember that each child is an individual.

• Communication and Language                                               

From an early age, childre are encouraged to develop their listening and attention skills, which will inform their understanding and speaking skills.  They are encouraged to both listen to and join in with discussion’s that take place.  We use stories, songs and rhymes to help develop key communication skills.

• Physical Development

This area concentrates on children’s physical skills, their large physical skills (gross motor) are developed through running, jumping, hopping, using bikes, climbing, etc.  Their smaller physical skills (fine motor skills) are developed through using pencils, pens, paintbrushes, tweezers, scissors, etc.  Physical development also places emphasis on developing their health and self-care skills, at first children will learn how to take care of washing their hands, helping with dressing routines and toilet training.  This will eventually develop, and children will learn how physical activity affects their bodies. 

 

 

Specific Areas

• Literacy

This area focusses on reading and writing, children’s reading skills are developed through their love of stories and rhymes.  Their early writing skills are encouraged and supported through mark making with a wide range of equipment, and eventually learning to communicate about what those marks mean.

• Mathematics

Supporting children’s mathematics in Early Years is all about developing the concept of numbers and counting through meaningful play situations, children learn adding and subtraction through their love of number rhymes, for example Ten fat sausages and Five Speckled Frogs.  Through encountering a variety of building blocks and construction equipment, children learn to develop their awareness of shape, space and measurement.

• Understanding of the World

Children are encouraged to think and learn about the world around them and to talk about their experiences with others.  They begin to explore different cultures, and start to understand that there are similarities and differences between all people.  Some technological knowledge is also covered in this area, children will begin to use some basic equipment such as, cameras, iPads and the Clevertouch Board.

• Expressive Arts and Design

The children will be given time to explore craft materials, music, dancing, singing, stories and imaginative play.  They will be encouraged and supported to draw on their own experiences and use their creative skills.

 

 

Characteristics of effective learning

• Playing and Exploring
• Active Learning
• Creating and Thinking Critically

These are the ways in which young children engage with other people and their environment.  The characteristics of effective learning and the seven areas of the EYFS are all connected and weave throughout one another.

A Typical Session

A typical session during a morning or afternoon at nursery is:

• 8:30am or 12:30pm- arrival through the side gate and then your child is encouraged to come into the setting on their own once the doors are open. They may also choose to play in the garden should they wish. Your child will be assisted by the practitioners to hang their bags and coats up independently.
• The children will have snack, this is provided by the nursery.  It is extremely important to complete the allergy forms enclosed in the pack; we also advise to talk with a practitioner in your child’s room about any allergies that your child has.
• 10:30am or 2:30pm- This is also a time to address any health-related needs, such as nappy changing, etc.  Please note that nappies are changed as your child requires it.
• 11:00am or 3:00pm- We will gather together for group time to say goodbye; the children will be supported to find their own coat and bag, we will then get ready to go home.
• 11:25am or 3:10pm- The gates to the setting will be opened and the parents and carers will enter through and wait by your child’s door, the practitioner will call for your child and they will leave with you.  Please note that children will be called a maximum two at a time, this is for safeguarding reasons.

 

Collecting your child

Providing photos and names of the people who are authorised to collect your child before they start enables us to provide a seamless transition at the end of the day, please note that if someone tries to collect your child and they do not have a photo, we will not be permitted to let your child go home with them and a phone call will be made to the parents and carers.

Messy Play

During your child’s session at nursery, they will be engaging in some very messy activities, these will include mud play, potion making, painting and play dough, please do not dress your child in their best clothes, even though we actively encourage your child to wear an apron during these times, some stains may occur!