Curriculum Overview

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Rationale

 

My aim here at Aunty Helen’s childcare setting is that all children, including those children with SEND are not only well cared for, loved and nurtured; but are also encouraged, guided and supported to grow, develop and learn at their own pace, in their own time and to their own individual way, by embracing all children’s individual characteristics, uniqueness and interests and offering them a broad curriculum children will become inquisitive learners who understand their place in the local community and have a deep appreciation of nature and the natural environment.  

 

They will be problem solvers, scientists, naturalists, mathematicians, linguists, athletes, artists and so much more and they will be proud of whomever it is that they become.

 

They will be confident in making friendships, helping each other, co-operating and working together.  They will be able to understand and name a range of their own feelings, and to understand how other people are feeling and how they impact on others too.

I regard my impact and teaching on a child as a very important key part in the learning journey of each and every child because when we succeed in giving every child the best start in early years, we give them what they need today and we are also setting them up with every chance of success for tomorrow.

 

 

Procedure

 

I will follow the Early Years Foundation Stage Statutory Framework (EYFS) set out by Government as a legal requirement for all childcare providers of early years education and will provide opportunities for each child to learn and develop across all seven areas of learning.

 

Primary Areas

1. Communication and Language Development

2. Physical Development

3. Personal, Social and Emotional Development

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​Alongside this I will also be looking at the ‘Characteristics of Effective Teaching and Learning’ which inter-connects with the seven areas of learning this is broken down into three parts:

 

1. Playing and Exploring - how engaged the child is in their learning, do they play with what they know, are they going to ‘have a go?’

2. Active Learning - how motivated and focused they are in the activity, are they involved and enjoying what they are learning? 

3. Creative and Critical Thinking - working with concepts, having the ability to link thought processes do they have their own ideas and thoughts can they be creative with them?

 

Teaching starts when they arrive at the setting on day one when the child’s learning journey begins.

Firstly by providing a strong foundation for learning, developing a good emotional bond and connection with each child ensuring they have settled in well and are happy to leave their primary carer and feel comfortable and safe at the setting with me and the other children present.

 

Then moving onto child-led free play and planning in the moment activities to encourage children’s own curiosity and exploration of their surroundings and resources building on confidence, inquisitive minds and becoming more independent.

 

Next the learning journey continues as we look at active learning with more ambitious, challenging and enjoyable opportunities to further explore strengthen and develop their own interests and imaginative creativity through adult and child-led play, experiences, planned outings, visits and activities.

 

Children will learn ‘British Values’ and ‘Cultural Capital’ adopting an ‘All Inclusive’ outlook on life and demonstrating kindness tolerance and acceptance in this diverse world we live in society today.

All children will have completed a ‘Starting Points’ as a baseline to their development when they join the setting.

I will observe children’s play and development, logging activities, experiences, outings in a daily diary to be shared with parents. I often relay any information in a handover at pick up of your child too at the end of their day giving the opportunity for open discussions with parents.

 

I will get to know each child very well and how they are progressing at my setting, there may not always be a need to keep comprehensive written reports but if a child is not reaching developmental checkpoints and I have concerns in some areas then these will be discussed with you and a plan put in place to support your child and if needed referrals may be made to gain early intervention to address these areas.

 

Next Steps can be discussed and updated as and when a child needs the extra support to help in learning and development.

A 2 year check must be completed for all children between the age of 2 and 3 years old and this will be in the form of a written report and given to you to comment on and sign. You may wish to share this with your Health Visitor if needed or if your child is moving onto or also attending (under ‘shared care’) another setting; as it may be useful to help the new key worker get to know your child, or for their own developmental tracking as a baseline (if applicable).

 

End goal is by the time a child is ready to move away from my setting and onto their next steps be that Pre School or Primary School they should be ‘school ready’ or at the very least well on their way and prepared for being life long learners in school, demonstrating this transition with capability, confidence, ease and independence.

 

 

 

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