“Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background,  learning difficulties, disabilities or gender.” Early Education – The British Association for Early Childhood Education

The Early Years Foundation Stage (EYFS) has become a statutory requirement for all early years providers to adhere to and provides staff with all of the necessary information on the areas of learning and development that all children should be able to achieve by the end of the reception year in school, through observations, assessments and planning.

The areas of learning and development within the EYFS are as follows:-

Area of Learning and Development Aspect
Prime Areas  
Personal, Social and Emotional Development Making relationships
Self-confidence and self-awareness
Managing feelings and behaviour
Physical Development Moving and handling
Health and self-care
Communication and Language Listening and attention
Understanding Speaking
Specific areas  
Literacy Reading
Writing
Mathematics Numbers
Shape, space and measure
Understanding the World People and communities
The world
Technology
Expressive Arts and Design Exploring and using media and materials
Being imaginative

 

Characteristics of Effective Learning
Playing and exploring – engagement >>> Finding out and exploring, playing with what they know, being willing to ‘have a go’
Active learning – motivation >>> Being involved and concentrating, keep trying, enjoying achieving what they set out to do
Creating and thinking critically – thinking >>> Having their own ideas, making links, choosing ways to do things

It is widely recognised by early years experts that play is a vital significance in the intellectual, social and  physical growth of children. Young children’s first discoveries of the world are made through play.

Our setting provides a range of play activities (including painting, mark making, role play, construction small world toys, malleable play etc) which help children to make progress in each of the areas of learning and     development. Children are encouraged to decide how they would like to participate in each session, whether it will be independently or whereby an adult takes the lead. Every session includes time for class activities such as story or song time. At all times the staff try to ensure that every child feels safe and  secure in a stimulating and happy environment that enables them to feel confident enough to take part in a wide range of activities. We hope that they will learn to become independent, increase their self-esteem, gain the appropriate skills to attempt new tasks and  become ready for the transition into the next appropriate nursery room or primary school.

A key person is allocated to each child and is responsible for their well-being and overall care. Please refer to the separate leaflet for further information regarding the key person system.

All activities can take place indoors or outdoors.

“Children enjoy learning. They are confident and sociable. Older children show consideration to younger ones, such as being careful when playing outside. Children develop good literacy skills and some begin to form letters.” Ofsted Inspection 2017

All of the children attending each of the rooms within Pebbles have the opportunity to spend time all together and often meet up during outside play, after-school and during the holidays. This allows the children to feel comfortable and safe with each other and helps towards transitions and settling into the next room.