The Early Years Foundation Stage
Every child at Queen Bee’s Day Nursery, will follow The Early Years Foundation Stage Curriculum, which in September 2008, was implemented as law. Practitioners will plan activities, based on the individual needs of all children. Therefore, children with special educational needs and children who use English as an additional language, will also be appropriately supported.
Outlined below, are the seven underpinning areas of The Early Years Foundation stage and we have included just a few examples, of how we aim to meet each area within the Nursery. Please enquire if there is any more information you may require.
Personal, Social and Emotional Development
Making Relationships, Self-confidence and Self Awareness, Managing Feelings and Behaviour
Promoting a healthy and happy environment, in which all children’s individuality is embraced and respected. Therefore all children are given the confidence to express their individuality and feel extremely valued when doing so.
-Positive approaches to teaching children how to value themselves as individuals, as well as valuing each other-Continuous reminders around the nursery, regarding personal hygiene and looking after our bodies.-Positive relationships formed within the nursery-Promoting positive behaviour and ensuring all children, are supported correctly to manage their own feelings and behaviour when necessary
Moving and Handling and Health and Self Care
- Promoting children’s physical development, through regular sessions in the soft play gym
- Monitoring children’s physical developmental milestones and using the appropriate resources within the nursery to encourage and support this development
- Keeping our bodies healthy, exercise, healthy foods, keeping our teeth clean, trying new tastes and textures and so forth
Communication & Language
Listening and attention, Understanding and Speaking
We implement a system of various communication methods, individually suited to each child. When appropriate, we incorporate methods such as Makaton sign language, Picture Exchange Communication Systems, supporting children who use English as an additional language and so forth.
-Responding to babies eye contact and communication-Individual writing tasks, practising letter formation, mark making etc, encouraging, supporting and praising all work-Consistently encouraging sounds through stories e.g. the cow went….’moo’-Making regular use of visual story bags, encouraging as much discussion as possible about the story-Exploring a variety of sounds
Reading and Writing
- Participating in rhymes and song
- Supporting the use of picture books
- Small group reading sessions
- Story corner sessions
- Discussing books, getting the children engaged by the use of story sacks, objects etc
- Daily phonic practice
- Multicultural stories promoted within the nursery
- Mark making, letter formation practice
Number and Shape, Space and Measure
- Participating in number songs and rhymes, incorporating the use of physical props e.g. 5 little ducks
- Tapping and clapping to rhythms, incorporating musical instruments such as drums and shakers
- Participating in various number games, rolling a dice and recognising the number
- Making use of mathematical language, encouraging children to use this language when they are participating in the relevant activities
- Problem solving
- Shape recognition
- Incorporating sand and water play to promote mathematical learning
Knowledge and Understanding of the World
People and Communities, The World and Technology
- Celebrating cultural events within the nursery, incorporating the appropriate resources to ensure every child feels valued and confident to celebrate their own culture
- Valuing each other’s individuality, singing ‘Good Morning’ songs, recognising each other’s names and so forth
- Carrying out activities based on families, friends and pets etc
- Educational visitors brought into the setting, teaching children about important aspects within their community, e.g. the fire brigade or police
- Experiencing the wider community on various outings or trips
- Introducing new sights, sounds and feelings for children to explore e.g. tactile materials
- Carrying out investigations such as growing plants, vegetables, taking photographs and discussing findings
- Incorporating I.C.T within the Nursery, making use of computers, powered toys and so forth
Expressive Arts & Design
Exploring and Using Media and Materials and Being Imaginative
- Music sessions which incorporate a variety of musical instruments. Allowing the children to make their own music, as well as following musical direction
- Regular sensory sessions to explore light, sound, materials and so forth
- Providing children with a variety of resources to explore, allowing children to describe the difference in materials e.g. bumpy, soft, hard, colourful, flat etc
- Painting and sculpting activities, making use of clay, dough, mod roc and so forth
- Performing and acting out stories as a group, incorporating music, poems, props, painting and dance
- Making use of story bags to express feelings, opinions and describe various stories
- Allowing children to participate in role play scenarios e.g. shops, post office, library, home corner and so forth, encouraging children to take the lead, use and develop their own imagination and are confident to do so
Every Child Matters
There are 5 outcomes within the Every Child Matters Framework, that we ensure every child, will strive to achieve throughout their time at Queen Bee’s Day Nursery.
- Being Healthy
- Staying Safe
- Enjoying and Achieving
- Making a Positive Contribution
- Achieve economic wellbeing
We ensure, that all children are positively supported, throughout all aspects of their learning and development throughout The Early Years Foundation Stage. We plan activities carefully, to ensure that all children’s needs are appropriately met, providing them with ample resources to ensure learning can take place within a fun and engaging environment. When planning activities, we bear in mind the following themes:
Queen Bee’s Day Nursery has its own Special Educational Needs Policy that can be requested at any time. It highlights and provides you with information and guidance, if concerned your child may have an additional need. It also outlines the practices we promote and implement within the Nursery.
It is our duty, to ensure that parents/carers feel comfortable to express any worry or concern they may have to their child’s key person. In turn, we will work extremely closely with parents/carers and the relevant professionals, to ensure the correct procedures are put in place to support that child successfully. It is paramount, that a close and trusted relationship is built between the child’s parents/carers and the key person, ensuring information can be shared with confidence and both parties successfully working together to reach the best possible outcome for the child.
It is vital that every child within the setting, feels valued by all staff and particularly, understand the importance of valuing each other. Children with special educational needs, will be within a completely inclusive environment and particularly, one that does not prohibit any child’s involvement within a particular activity or routine.
We respect that every child will have their own way of communicating within the nursery, suiting their own individual needs. We promote and embrace a variety of methods of communication within the nursery.
These are just some examples below, how communication may be differentiated to suit an individual child:
Makaton sign language
English as an additional language
Picture exchange communication system (PECS)
It is important to mention, that none of these communication methods pictured above, will be used without the consent agreement and thorough discussion between the child’s parents/carers and the SENCO working with the child. Parents will be given information and guidance on the benefits of these communication methods and how they work to successfully meet the needs of their child. Some of these signs and symbols are visually evident within the nursery, indicating certain areas, or on equipment drawers, encouraging independence so children can collect their own equipment for various activities and so forth.
Curriculum activities may also be differentiated to suit the child’s individual ability:
Symbolised text is a beneficial way of promoting reading throughout the nursery and is often used for certain activities when considered appropriate.
All activities are planned against the Early Years Foundation Stage and therefore, any child with SEN will have the same activities to participate in, just planned and adapted appropriately to suit their own individual abilities.
An Inclusive Environment
Depending on the individual needs of each child, determines how the nursery will adapt the environment to ensure every child can achieve and successfully develop within all areas. This could involve, providing your child with specialised sensory sessions, or spending extra time participating in an activity that the child may really benefit from. You may even have your own request, that can be thoroughly discussed and integrated into your child’s day. We are equipped with ample resources, to promote effective learning for all children within the nursery. Please enquire for a visit to see all of the resources we offer.
Children’s progress and development is continuously shared with parents/carers on a day to day basis. However, regular review meetings will be encouraged to take place, to ensure children’s Individual Planning and Assessment Records are highlighting any needs for further development and support. It is an opportunity, for parents/carers to discuss their own personal views on their child’s overall development, discuss achievements or concerns, anything that needs updating and targets that can be mutually agreed for the child to work towards. This could be for example, working on putting their shoes and socks on, or getting dressed independently; a target preparing them for school.
Please feel free to discuss any of the above, by telephoning or arranging a welcomed visit to the Nursery. Our main aim, is to ensure that regardless of ability, all children and their families walk away from the Nursery feeling respected and valued individuals.
English as an Additional Language
Queen Bee’s Day Nursery welcomes, respects and embraces all children and their families, recognising that English will not always be the first language. Where this is the case, we will put the correct support in place, to work closely with the child and reflect those diverse cultures within the nursery. This could be achieved, through multi language print portrayed around the nursery, for example on doors, drawers or displays. We also embrace as much information as we can from the child’s family about their culture, allowing us to positively reflect it within the nursery for all children to experience. This can be achieved, by holding multi cultural themed days for celebration, or various resources that can be brought into the nursery to encourage and promote such teaching.