Little Engineers Nursery

Little Engineers Nursery

Early Year's Learning

Little Engineers follows the statutory Early Years Foundation Stage (EYFS) alongside ‘My Development Matters’ to provide a rich and well-balanced curriculum through play and high quality adult focused activities.

The learning environment focuses on play where all individual children are encouraged to develop to their full potential in all of the 7 areas of learning.

For very young children the Prime Areas (Personal, Social and Emotional Development, Communication and Language and Physical Development) are fundamental in supporting the Specific areas of learning (Literacy, Mathematics, Understanding the World and Expressive Arts and Design). It is through positive relationships and experiences that the prime areas develop quickly and continue to be fundamental throughout the EYFS.

Within the Nursery setting, the 7 areas of learning in the indoor and outdoor area are clearly defined and labelled in English and home languages. High quality provision is available for children to explore and encourage language development as well as providing excellent learning and assessment opportunities. Each child will engage with the environment and people through the Characteristics of Effective Learning, which flow through all the areas of learning.

Qualified Early Years Practitioners will use their knowledge and experience of child development to work closely in partnership with parents to understand the individual needs of each child. Children attending Little Engineers Nursery are encouraged to attend ‘Open Day’ sessions to become familiar with a new setting, new peers and new staff.

We also believe in the importance of Home Visits to ensure a smooth transition from the home environment to a Nursery setting. Consequently, families and practitioners will work closely together from the outset to form positive relationships and be part of a family community.

As children are settled into Nursery, practitioners will observe and listen to each individual child to ensure that their needs are being met. This will enable us to plan activities and experiences to encourage and enhance the children’s learning. Adults will use information from parents to form an initial baseline assessment and discuss children’s interests to plan for the medium and short term. Plans and information will be shared with parents on a regular basis.

Topics and themes will be planned each half term and there will be more detailed weekly plans that include adult led/focused activities covering the different areas of learning. Teaching and Learning will be done through songs, stories, sounds, rhymes, sounds, sensory experiences, external stimuli, visits, visitors and a range of other exciting first hand experiences.

Evidence of children’s development, significant progress, and next steps are identified and recorded in ‘Learning Journals’. The progress of each individual child is updated and tracked electronically on ‘Build A Profile’ and shared with parents by key workers. Practitioners understand that each child’s development is completely individual. As every child is unique, it is vital that practitioners respond adeptly to individual development