Our Curriculum

Parents are rightly always very keen to understand how they can support their child’s development whilst they attend nursery. We strive for a partnership in how we approach our curriculum and so we explain here how this interaction works and how we share between us your child’s interests and progression.

 

Explore the areas of our curriculum and how you can support us with your child’s development

Early Years Foundation Stage (EYFS)

The Early Years Foundation Stage (EYFS) was originally launched in 2008. It is the statutory framework for all early years providers in England but it is held in high regard worldwide.  The Statutory Framework for the Early Years Foundation Stage sets the standards that all early years providers must meet.  Early years providers in England who provide care and learning for children from birth to the end of reception class must comply with the EYFS Statutory Framework. Ofsted regulate and inspect all early years providers against the safeguarding and welfare requirements and areas of learning to determine how well children are kept safe and healthy. From time to time the EYFS is updated and refreshed, so far this has happened in 2012, 2014 and 2017.

From September 2021 a revised EYFS will come into force. The key messages about the reforms include:
  • Reducing practitioner/teacher workload and needless paperwork to allow for more quality time and interactions with the children
  • Improving the outcomes of all children and addressing/reducing the disadvantage gaps
  • The importance of workforce knowledge and professional development to inform assessments.
  • Making early learning goals clearer and more aligned to Y1 curriculum.

The Early Years Foundation Stage (EYFS) was originally launched in 2008. It is the statutory framework for all early years providers in England but it is held in high regard worldwide.  The Statutory Framework for the Early Years Foundation Stage sets the standards that all early years providers must meet.  Early years providers in England who provide care and learning for children from birth to the end of reception class must comply with the EYFS Statutory Framework. Ofsted regulate and inspect all early years providers against the safeguarding and welfare requirements and areas of learning to determine how well children are kept safe and healthy. From time to time the EYFS is updated and refreshed, so far this has happened in 2012, 2014 and 2017.

From September 2021 a revised EYFS will come into force. The key messages about the reforms include:
  • Reducing practitioner/teacher workload and needless paperwork to allow for more quality time and interactions with the children
  • Improving the outcomes of all children and addressing/reducing the disadvantage gaps
  • The importance of workforce knowledge and professional development to inform assessments. 
  • Making early learning goals clearer and more aligned to Y1 curriculum.

Our Teaching Approach (Planning in The Moment)

Young children live in the here and now. If adults are to make a real difference to their learning they need to seize the moments when children first show curiosity, and support their next steps immediately.

When children are allowed to select where, with what, and how to play, they are truly invested in their play, they become deeply involved and make dramatic progress. 

Planning in the moment is nothing new. It is exactly what a responsive parent (you!) does with their child every day. It is exactly what skilful practitioners have always done. Every time an adult looks at, and listens to, a child, they are assessing and ‘planning’ how to respond. These assessments and plans are based on the adults observations of the child in that moment and also draw on any previous knowledge of the child. The response is ‘planned’ in the moment and is uniquely suited to that unique child in that unique moment. The adult will be considering (either consciously or instinctively) whether they can add anything in the moment to benefit the child. If so, they will respond and interact accordingly, supporting the child to develop.

At NCN we have moved away from planning an activity with your child because they were interested in birds last week. If your child comes to our nursery and expresses an interest in the ladybird they saw on the way in, we will extend and explore that interest there and then. We will search for ladybirds in the garden, we will count the spots, we will explore how ladybirds have wings under their hard exterior and we will learn that ladybirds are actually a type of beetle. 

Your child will be immersed in a world of knowledge and fascination and more likely to express other interests as their hungry little minds crave more. 

Planning an activity on ladybirds for next week or even tomorrow wouldn’t be useful, they will have lost interest by then and we would’ve missed a vital teaching opportunity. Therefore our environments have been set up to be the ‘third teacher’ ensuring there is enough open ended resources to meet all the needs of every child’s fascinating curious minds.

Click the picture to view our approach to teaching leaflet

Young children live in the here and now. If adults are to make a real difference to their learning they need to seize the moments when children first show curiosity, and support their next steps immediately.

When children are allowed to select where, with what, and how to play, they are truly invested in their play, they become deeply involved and make dramatic progress. 

Planning in the moment is nothing new. It is exactly what a responsive parent (you!) does with their child every day. It is exactly what skilful practitioners have always done. Every time an adult looks at, and listens to, a child, they are assessing and ‘planning’ how to respond. These assessments and plans are based on the adults observations of the child in that moment and also draw on any previous knowledge of the child. The response is ‘planned’ in the moment and is uniquely suited to that unique child in that unique moment. The adult will be considering (either consciously or instinctively) whether they can add anything in the moment to benefit the child. If so, they will respond and interact accordingly, supporting the child to develop.

At NCN we have moved away from planning an activity with your child because they were interested in birds last week. If your child comes to our nursery and expresses an interest in the ladybird they saw on the way in, we will extend and explore that interest there and then. We will search for ladybirds in the garden, we will count the spots, we will explore how ladybirds have wings under their hard exterior and we will learn that ladybirds are actually a type of beetle. 

Your child will be immersed in a world of knowledge and fascination and more likely to express other interests as their hungry little minds crave more. 

Planning an activity on ladybirds for next week or even tomorrow wouldn’t be useful, they will have lost interest by then and we would’ve missed a vital teaching opportunity. Therefore our environments have been set up to be the ‘third teacher’ ensuring there is enough open ended resources to meet all the needs of every child’s fascinating curious minds.

Click the picture to view our approach to teaching leaflet

Our Curriculum Intent (3i's)

We have tried to describe what and how we ‘teach’ at nursery. Some parents have expectations of a ‘classroom’ environment but our approach to teaching is much more holistic! This easy to read document tries to give an overall explanation of how we teach, the approach we take and how we think our success is judged!  

Click the picture to view our approach to teaching leaflet

Our Curriculum Intent (3i's)

We have tried to describe what and how we ‘teach’ at nursery. Some parents have expectations of a ‘classroom’ environment but our approach to teaching is much more holistic! This easy to read document tries to give an overall explanation of how we teach, the approach we take and how we think our success is judged!  

Click the picture to view our approach to teaching leaflet

Our Curriculum Intent (3i's)

We have tried to describe what and how we ‘teach’ at nursery. Some parents have expectations of a ‘classroom’ environment but our approach to teaching is much more holistic! This easy to read document tries to give an overall explanation of how we teach, the approach we take and how we think our success is judged!  

Click the picture to view our approach to teaching leaflet

How we hope you will be involved in your child's learning

There are lots of benefits when parents and nursery work together. It is very normal for your child to behave differently in their development at home than at nursery. Your child is comfortable in their safe place at home and we know that happy safe children thrive. When they are at nursery, there is a lot more going on. Different environment, more children with different behaviours and characteristics, different routine, different expectations etc. This all contributes to a shifted pace of development. 

Therefore it is really important you, as parents/ carers, help us to better understand your childs attainment, throughout their time at nursery. This simple document sets out your involvement, and the images below show you examples of the types of resources you will be involved in. 

Click the picture to view our approach to teaching leaflet

When your family first joins our nursery
(Parents complete an 'All About me' Form and a 'Spotlight Form'

When a family joins the nursery we want to ensure we get to know you quickly so we can work in partnership on your child's development. We ask for a number of forms to be completed which are then shared with your allocated key person and the team they work in

When your child is 'focus child'
(Parents complete a Parent Consultation)

Focus Child frequency is based on age

Preschool - every 10 weeks
2-3s - every 5 weeks
0-2's - every 4 weeks
SEN - dependent on child's needs

When your child transitions between rooms
(Parents complete an 'All About me' Form'.)

Any transition in a child's life is a big step, so we try to ensure this is handled as thoroughly as possible. As it might have been quite a period of time since the child
started, we ask for a new form to be completed to ensure our knowledge of the family is up to date.

Before a key person meeting
(Parents complete a 'Spotlight Form')

Key Person meetings are held every six months, scheduled around your child's birthdate. The meeting gives an opportunity for a detailed discussion on your child's interests and progress.

Anytime (Using our online journal tool - Tapestry)

Parents can write on Tapestry about the child's interests or outings they have been on. With knowledge of your child's interest, staff can ensure your child is most engaged in their leaning by introducing teaching moments around topics which truly engage your child.