The Best for Every Child
From our first contact with parents/carers and children, we will do our upmost to gain as much information as possible about the child’s current needs, background and interests in order for a child to start in our setting with ease. Home visits, questionnaires and stay and play sessions help us quickly find a starting point to prepare and welcome every child and their families into our setting. Transitions are planned with upmost care to ensure a seamless move into their next group or start to our school.
The children are at the centre of all decisions made in our foundation stage. We want to identify any barrier to learning as soon as possible to ensure no child is left behind. They all deserve an equal chance to success, and we will do what we can to support them.
High Quality Care
We will provide an environment which is welcoming, a place that adults and children feel at home. We aim to provide spaces that promote curiosity and an irresistible temptation to explore and play.
Staff are warm, caring and loving. We care for each and every child with consideration of any individual needs. We ensure we respond to their needs in a way which is appropriate to their age and stage in development.
We will interact with each child in a way that works best for them.
Play is at the centre of our teaching approach. We know that children learn most effectively through their play and interests. All staff use their knowledge of child development in order to scaffold learning whilst engaged in child-initiated play. Resources, activities and experiences will be scaffolded differently by the adults, according to the child’s stage of development. Our learning environment is planned for as a team, considering our observations of the children. We use children’s interests and individual needs to plan and adapt different areas of the classroom and the resources available. We ensure all areas look inviting, with learning provocations. We reflect on our teaching and interactions daily to ensure we provide what is best for each individual child, using the characteristics of effective learning and development matters as a guide to assess and plan individual next steps, this could be in the moment with the child or as a team to ensure the provision is right for the children.
We have planned our curriculum based on the skills, knowledge and experiences children at Renishaw Primary School need to continue their educational journey through to year 6. We will provide children with the correct starting points to build upon and support their future learning.
With Communication and language at the heart of our curriculum. Speech, language and vocabulary are woven through every aspect and area in our curriculum. We will cover the 7 educational programmes taken from the statutory guidance.
Personal, Social and Emotional Development
Communication and Language
Understanding the World
Expressive Art and Design
Every interaction with a child can be an opportunity for assessment. Assessment does not always need to be recorded. Through excellent relationships with the children, we trust our own knowledge of their individual next steps and act upon what we have observed immediately. Our assessment will be “in the moment” as much as possible, to prevent any delay in learning, due to loss of child’s interest. Summative assessments in relation to key skills will be done each term to ensure children are making progress.
Self-regulation and Executive Function
We want the children at Renishaw to develop excellent executive function and self-regulatory skills. These skills are crucial for learning and development. They also enable positive behaviour and allow us to make healthy choices for ourselves and our families.
Working memory -governs our ability to retain and manipulate distinct pieces of information over short periods of time.
Mental flexibility -helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.
Self-control -enables us to set priorities and resist impulsive actions or responses.
We will support children to establish routines, we will model social behaviour, create and maintain supportive, reliable relationships. We will support children to exercise their developing skills through activities that foster creative play and social connection, teach them how to cope with stress, involve vigorous exercise, and over time, provide opportunities for directing their own actions with decreasing adult supervision.
Partnerships with Parents
We will share and support parents in understanding our approach to teaching and learning in the EYFS, in order to support their children at home. We share relevant assessments with parents as often as necessary to ensure learning can be continued at home. Using online communication methods such as dojo will help us keep communication open and as often as needed. We will always have an open door policy to parents and we want them to feel as welcome as the children. We will support parents in understanding their child’s next steps by providing ideas and activities to do at home.
Our PE days are as follows:
Nursery- Wednesday and Thursday (dependant upon your child’s hours in the setting)
Please can children come to school in their PE clothes on these days.
PE Kit consists of a white t-shirt, navy jumper/hoody, navy or black jogging bottoms/leggings and trainers.
Each day we have a morning snack. We provide a variety of different fruits and vegetables to encourage healthy eating. You may bring in your own healthy snack if you wish.
Forest School takes place on a Friday.
Please can children be dressed appropriately -they will be outside for extended periods of time so warm clothes and waterproofs (weather appropriate) are essential. There is a limited stock of wellington boots and waterproof all-in-ones in the unit. If your child has these items available it would be a great help to have them on their coat peg in a named plastic bag.
What is Forest School?
Forest Schools are hugely popular with Early Years providers. They develop and nurture a love of nature and the outdoors in young children.
Children will spend a great deal of time exploring the fantastic outdoor space we have available at Renishaw Primary School. They might be looking at frogs in the pond, painting with sticks, making a crown of autumn leaves and acorns, planting bulbs for the Spring, working together to decide how to make apple juice out of a basket of apples. The possibilities are endless! Children can also explore and play indoors-still maintaining that link with nature and the outdoor environment through carefully planned resources, activities and play opportunities.
In the early years we encourage outdoor play in most weather conditions. As winter approaches we do ask that every child brings a coat to school. We would also encourage children to bring in additional items such as hats, scarves, gloves and wellies.