In the Early Years Foundation Stage the children learn best through play and first-hand experiences, we encourage independence in everything and delight in seeing the children be really proud of their achievements and their abilities.
Young children’s learning is not compartmentalised. They learn when they make connections between experiences and ideas that are related to their lives and have the opportunities to have first-hand new experiences.
Children enjoy using all their skills developed during formal learning to make sense of the world around them.
Our role is to support their efforts and help them to achieve of their best – from being able to hang up their own school bag and bring their book bag into the classroom, to being the helping hands, to writing their names and confidently participate in learning new things.
Small children do not learn in ‘subjects’ as everything is closely connected and reinforced through most of the activities most of the time. Having said that, in order to ensure that the children at Prince’s Mead receive a balanced curriculum, we use the subject headings below for our planning in line with the Early Years Foundation Stage Curriculum.
We challenge children’s thinking and help them to embrace differences in gender, ethnicity, religion, special educational needs and disabilities by providing positive images in books and displays and especially encouraging understanding and embracing of any diversity within our community.
We allow children to think about and practice ways of problem solving to gain self-confidence and to develop a problem solving habit, for example, collecting all the appropriate resources when working on a task.
We do follow a structured day as this promotes a consistency which the children can relate to, and support it with a visual timetable that the children can refer to throughout the day.
In our circle time we listen to what others have to say and promote active listening, by using a class toy to talk to and by playing inclusive games. It is by sharing experiences and emotions the children begin to relate to each other’s feelings and the needs of others, while gaining a greater understanding of their own needs and feelings.
We hold curriculum workshop mornings in the Spring and Summer Terms, parents are invited to work alongside their child and gain some insight into how they learn.