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The Early Years Foundation Stage

The Areas of Development and Learning

Prime Areas

  • Personal, social and emotional development.

  • Physical development.

  • Communication and language.

 

Specific Areas

  • Literacy.

  • Mathematics.

  • Understanding the world.

  • Expressive arts and design.

Provision for the development and learning of children from birth to 5 years is guided by the

Early Years Foundation Stage (EYFS)

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Characteristics of effective learning

Children engage with other people and their environment through the characteristics of effective learning that are described in the EYFS as:

  • playing and exploring - engagement;

  • active learning - motivation

  • creating and thinking critically - thinking.

 

At Wellingtons we observe how a child is learning and plan what we can do and provide in order to support each child to remain an effective and motivated learner.

Our Aims

We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.

 

Our setting aims to:

 

  • provide high quality care and education for children below statutory school age

  • work in partnership with parents to help children to learn and develop

  • add to the life and well-being of the local community

  • offer children and their parents a service that promotes equality and values diversity

 

Parents/Carers

 

You are regarded as members of our setting who have full participatory rights. These include a right to be:

  • valued and respected

  • kept informed

  • consulted

  • involved

  • included at all levels

 

 

Children's development and learning

 

We aim to ensure that each child:

  • is in a safe and stimulating environment

  • is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer helpers

  • has the chance to join in with other children and adults to live, play, work and learn together

  • is helped to take forward their learning and development by being helped to build on what they already know and can do

  • has a personal key person who makes sure each child makes satisfying progress

  • is in a setting that sees parents as partners in helping each child to learn and develop

  • is in a setting in which parents help to shape the service it offers

 

How we provide for development and learning

 

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

Learning through play

Play is at the heart of everything we do!

Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.

Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2014):

 

A Unique Child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

 

Positive Relationships

Children learn to be strong and independent through positive relationships.

Enabling Environments

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

Learning and Development

Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.

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