Our teaching practices are underpinned by the Early Years Foundation Stage (EYFS), British Curriculum. We believe in granting children the freedom to explore and play, igniting their passion and excitement for learning. Our ‘Reggio Emilia Inspired’ approach to the classroom settings is an absolute delight for each child and parent. The Reggio Emilia Approach is an educational philosophy based on the image of the child, and of human beings, as possessing strong potentials for development and as a subject of rights who learns and grows in the relationships with others.
We have a strong belief in Nature Pedagogy and our gardens become our classrooms.
At Indigo Valley Nursery we observe each child’s play, individual strengths and interests and this forms the basis for our planning. We seek out ‘Wow Moments’ in the children’s day, where we can extend each child’s individual learning experiences, these experiences are meaningful and create the most powerful of learning opportunities.
Personal, Social and Emotional Development
Communication and Language
Understanding the World
Expressive Arts and Design
A Unique Child – recognises that every child is a unique child who is consistently learning and can be resilient, capable, confident and self-assured.
Positive Relationships – describes how children learn to be strong and independent through positive relationships.
Enabling Environments – describes how children learn well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
Learning and Development – recognise that children develop and learn in different ways.The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
Embedded within the principles of the EYFS are seven areas of Early Learning – How do we put these into practice?
PERSONAL SOCIAL & EMOTIONAL DEVELOPMENT
Self-confidence and self-awareness, the 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 the resources they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour the children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, 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, making relationships the children play co-cooperatively, 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.
Fine motor – gross motor – dexterity – skills – strength – muscles – growth the milestones children show are of 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.
COMMUNICATION AND LANGUAGE
Verbal and non-verbal – speech, body language, facial expression Children listen attentively in a range of situations. 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. Understanding Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
LITERACY DEVELOPMENT The children use emergent reading and writing until FS2, Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: 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.
Children are supported in developing their understanding of problem-solving, reasoning and numeracy in a broad range of contexts in which they can explore, learn, practice and talk. We provide opportunities to use number names, through interactive games and songs. To develop confidence using language such as more, less, bigger, smaller etc. Children will engage in activities that teach them how to recognize shapes, volume and capacity all through play activities.
UNDERSTANDING OF THE WORLD
People and communities Children talk about past and present events in their own lives and in the 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.
Technology Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
CREATIVE ARTS AND DESIGN
Exploring using media and materials This is about how children experiment with media and materials finding out about their properties and modifying and manipulating them. It includes exploring sounds, patterns, movement and different tools and techniques.
Being imaginative This is about children’s explorations into the world of pretence, building on their experiences of the real world and transforming them into something new – whether through role play, music, pretend-play, block-play or small world play or a range of other areas.