Aim: Self Regulation: To ensure all children have the ability to self-regulate behaviour in line with their age and stage of development. To leave equipped with some tools to support Self-Regulation. We believe in a holistic approach to education, with relationships being the key building block to all elements of learning. Our PSED curriculum is underpinned by the latest neuroscience approach, e.g. the neuro sequential model and The 3 R’s; thus its main focus is on building key relationships and using attachment aware approaches in our everyday practice to ensure positive relationships, overall well-being and behaviour regulation are developed and achieved. We believe this is fundamental to children making relationships, developing self-confidence and self-awareness and having the ability to manage their own feelings and behaviour.
Aim: Building Relationships: To ensure children are confident in themselves as individuals and are able to interact and respond to others with respect, love and understanding. In doing so children are able to form friendships and maintain relationships with others.
Aim: Managing Self: We intend for children to have the ability to express themselves as individual and to respond to others with an awareness of others. Using language as a tool to negotiate, problem solve and share with others.
Communication & Language
Aim: Listening and Attention: Through our key pedagogy of using shared sustained thinking, children will be immersed into a language rich environment through play, providing opportunities for children to share new ideas with support and modelling from the practitioner. Through a playful [partner approach, children will be confident to listen, attend and join in with discussions whilst the adult skilfully models and extends vocabulary and learning.
Aim: Speaking: We recognise through our pedagogical approach that the number and quality of conversations that children have with adults and peers throughout the day in a language rich environment is crucial. We aim to implement a range of strategies to meet the varying needs and to build children’s language effectively.
Aim: Fine motor: For children to engage with fine motor skills appropriately in controlling and manipulating objects as they explore and interact with the world around them. Understanding fine motor experiences are developed through rich sensory explorations and through a range of media to develop hand eye co-ordination and muscle control. This being linked to early literacy skills.
Aim: Gross motor: For a wide range of physical experiences to be available to children to support the development of children’s core strength, ability, balance, special awareness, coordination and agility. Understanding gross motor skills provide the foundation for developing healthy bodies, and children leading happy and active lives.
Aim: Comprehension: Our pedagogy underpins language comprehension from the minute they start with us. Adults continually talk to children about the world around them and the books they read with them and the rhymes and songs they share. Adults skilfully scaffold children’s learning building on what they already know. The key skill of modelling and engaging in sustained and shared thinking is the key strategy used to support this.
Aim: Word Reading: Children thrive in a story rich environment. Fostering a love of reading is vital, enabling key reading skills that lays the foundation for future learning, to become embedded. Children are taught key reading skills to be a resourceful learner using a range of media. Children are taught to tune into and distinguish sounds and develop their phonic knowledge to support early reading.
Aim: Writing: We believe writing is a powerful way to communicate, express, share and create. Every child is a writer and our aim is to build confidence, aspiration and a love of mark making. We aim for children to independently use this tool to support all elements of their learning and future journeys.
Aim: Our aim is to develop a strong grounding in number and develop a secure base of knowledge of vocabulary from which mastery of mathematics is built
Understanding the World
Aim: The Natural World: We aim to enable children to experience and learn from the natural world. Our outdoor environment and pedagogy tunes children in to the wonder of na-ture, offering first hand experience to learn from. The forest school principled approach ensure health and wellbeing is at the heart of our provision.
People, culture and communities To be curious about ourselves, develop an understanding of their own worlds and those around them. To be curious and enjoy own family customs. As they grow, we aim for children to use this knowledge to develop an understanding, appreciation and tolerance of the community around them and beyond. This is the beginning of a developing understanding of similarities and differences that connect them to and distinguish them from others.
Past and present : Exploring past and present underpins all elements of learning. From recognising changes in seasons, predicting and recognising key routines in the day and beyond to using past experiences to build upon new learning. Our provision aims to support real-life learning to support children's growing understanding across all domains.
Creating with Materials
Aim: To encourage children to create using and experiencing a wide range of materials. Creativity is key to this and all children’s work, ideas and creations are valued. Art, music and movement will underpin all elements of children’s creativity, using and developing a range of senses. Being imaginative and expressive:- Children are naturally creative. It is our job to give them the freedom, materials and space to let their creativity blossom. When children engage in what they are naturally suited to do, children are enabled to reach their full potential.