How we teach

Our teaching rationale is based on current and up to date research detailing how to further enhance children’s experiences whilst with us by providing even better ways of helping the children learn and reach their full potential.

Our findings are based on a range of information on early years development including the latest studies around brain development. 

We believe this is best because…

“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”

From National Standards document Learning, Playing and Interacting P.22 – 23

We have focus children

NOT focus activities.

The adult goes to the child.  The child is NOT called to come to the adult.

We work this way because high-level involvement occurs in child-initiated activity. 

Progress and Development

When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active.  High level involvement occurs most often when children are able to pursue their own interests in an enabling environment supported by skilled staff. Planning in the moment helps to make this possible.

An Enabling Environment

We have a workshop style environment inside and outside.  Very little is set out on the tables.  The children select what they want to do in each area.

The principal is that resources are accessible to the children and they are varied, open-ended and high quality.

This gives children the opportunity to select resources to support their chosen activity.

The Role of The Early Years Educator (EYE)

The EYE’s are there to facilitate learning.  They do this through observations and interactions.

Our EYE’s know the children very well and understand child development.  This ensures that the adults enhance and extend the learning at the appropriate level at the appropriate time.

Planning and assessing in this way means that the adults get to spend the majority of their time teaching the children whilst playing alongside them and observing them.  We feel the EYE’s are the most important resource available to the children and we want them to have maximum time with them getting to know them, without the distraction of writing on clipboards or iPad’s.   

Planning in the moment

We use the observation cycle on a moment by moment basis.  The focus children’s learning and development is recorded in detail but all the children are busy and learning all the time.  ‘WOW’ moments will be recorded using our online learning journal, Tapestry,  for focus and non-focus children.

EYFS Curriculum

We use the Early Years Foundation Stage Curriculum to guide our practice, planning and environment whilst following our pedagogy and ethos. We teach all 7 areas through play, ensuring there are equal opportunities to learn and explore inside and outside – all learning is valued. We observe not only what the children learn but how they learn and utilise these observations to extend and enhance learning opportunities.

What to expect, when?

A parent friendly guide to how children develop in their early years and what you can expect your child to be doing in line with age and stage development from 0 – 60 months.