EYFS Curriculum & Learning
At Ladybird Nursery we offer a range of opportunities for learning. Preparation for the children’s future education is thorough and the timetable offers a balance of structured play and a focussed emphasis on all aspects of the EYFS – Early Years Foundation Stage Curriculum.
We provide care and education in an environment which enables children to feel safe and supported and which extends their learning and development, and we celebrate the skills and competence of all young children.
Most children come to the Nursery with a wealth of experience to draw upon. They have learnt about people and their environment and have begun to develop many of the skills they need to operate in their world, but it is the task of the Practitioners to build on this experience to extend their learning. Activities for both Problem-Solving Reasoning and Numeracy and Communication Language and Literacy are incorporated into the Nursery timetable to explore and encourage towards their understanding.
A great experienece of education at this critical age can lay the foundations for success in later life
The 0-2 year olds receive love, comfort and security in a happy small unit, along with stimulation where learning through sensory and exploratory play using a wide range of toys and equipment is the key issue, preparing them for the activities to come when they reach 2 years.
For 2-5-year olds, learning through play forms the basis of daily activity. To provide this, we have a high standard of varied toys and aids to develop physical activities, manipulative skills, discrimination, role play and creativity. There are bricks, games, tricycles, cars, dolls, books, paints, glue, dressing up clothes, puzzles, a climbing frame etc.
There are open areas for physical play and cosy corners for quieter activities. Typically, stories are read in one of these areas or the library where soft chairs/bean bags and carpeting give a relaxed atmosphere to snuggle down with a book.
The team at Ladybird Nursery provides working parents, in particular, the advantage of knowing that their 3-5 year old child is receiving a `Nursery Education’ in addition to all `Day Care’.
We promote learning through play and fun educational activities throughout each day. There are breaks for milk, story, lunch and free-play during the day and thechildren are able to concentrate more easily than in some formalised Nursery School settings.
We believe that the continuity of learning is enhanced by the fact that we are open for 51 weeks of the year, and, apart from family holidays, children have a steady input of knowledge in a less formal atmosphere than an intense Nursery School environment, followed by long holiday breaks which can lead to the child forgetting what has been learned. Children at the Nursery benefit greatly from our approach to Early Years Learning.
Through effective practice good planning, resourcing and assessment the Nursery Staff (Practitioners) plan play activities and experiences that help each child make progress in their development and learning and they meet the diverse needs of children.
All children have a range of different experiences, skills and interests when they join us, so our activities are informed by observations on the children and are planned with each child’s interests and abilities in mind. Nursery themes or topics also support development by introducing new concepts and knowledge to children.
We monitor each child’s progress throughout their time at Nursery to ensure they are making progress and that particular difficulties in any of the areas of learning, whatever the cause, are identified and addressed. Prompt and appropriate action atthis stage could help prevent children from developing learning difficulties later in their school career.
There will be a small number of children who have special educational needs or disabilities that will require specific provision. We acknowledge that it is essential that these children are identified as soon as possible, and that appropriate support must be provided. Other children may be more able and need activities that offer an appropriate challenge. Monitoring of each child’s progress throughout will also ensure that their achievements can be celebrated.