Our Learning
Our Learning Journey
We use a ‘planning in the moment’ ethos, where children get to choose their activities and resources to shape their own learning journey. Child initiated play has shown to be the best way for children to be happy and engaged in their play within our setting. When a child is deeply engaged in their play, they are learning! To make sure the child is getting the most out of their play, practitioners will provide quality interactions with children to enhance their learning. Our practitioners are highly skilled at knowing where a child is in their learning journey and what input they need to progress.​
Parent Involvement – we pride ourselves on our positive relationships with children and their families. We strive to work well in partnership with all members of child’s family. Please feel free to ask about your child’s day, or to chat to us of any issues you may have. We can always make time to meet with you and answer any questions you may have. We love to receive photographs of special times for your children away from the setting.
These will be displayed on our family board.
The Early Years Foundation Stage
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected.
Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.
These are the prime areas:
• communication and language
• physical development
• personal, social and emotional development
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Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied.
The specific areas are:
• literacy
• mathematics
• understanding the world
• expressive arts and design
We believe that children develop in the context of relationships and the environment around them. This is unique to each family, and reflects individual communities and cultures.
The ways in which the child engages with other people and their environment is called the ‘Characteristics of Effective Learning’.
​These characteristics hold that children learn by:
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Playing and exploring – finding out and exploring, playing with what they know and being willing to have a go.
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Being Active Learners – being involved and concentrating, keeping trying and enjoying achieving what they set out to do,
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Creating and Thinking Critically – having their own ideas, making links, choosing ways to do things.
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Full details of these can be viewed on the following websites:
Our Environment
The environment is presented in well-defined spaces such as the construction area, the messy play area and the mark making area. Each has an appropriate range of resources selected to meet the needs and interests of the children. We hope that we have created an environment that is exciting, purposeful, challenging and supportive. The emphasis is on child initiated play as children learn most when they are interested. Our planning is designed to help the children progress towards the early learning goals of the foundation stage. Our staff are skilled in observing each child, noting their interests, skills and needs these observations are then assessed to decide what they tell us about each child so that we can plan the learning activities and experiences, provide the appropriate resources and plan the practitioner’s role so that we can challenge and extend the child’s current learning and development.
​As children get older we start to introduce more adult-led activities in a small group, beginning to teach specific skills such as early phonics and maths. We also read stories and sing songs as a group every day to focus on language development, listening skills and a fostering a love of books.
​Every child deserves the best possible start in life and support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and the age of five have a major impact on their future life chances. A secure, safe and happy childhood is important. Good parenting and high quality early and preschool learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
Two Year Old Progress Check
When a child is aged between 2 and 3 it is a requirement of the EYFS that we must review their progress in partnership with parents or carers. We must provide you with a short written summary of your child’s development in the prime areas. This must identify their strengths and any areas where the child’s progress is less than expected. We must then identify what additional support may be required to help your child progress. We will do only this once your child is fully settled at playgroup.
Meeting Needs
We are committed to providing caring and nurturing for all children. We have a very experienced staff who can meet the diverse needs of children. Our staff will observe your child’s individual needs and plan a curriculum to meet their developmental needs as well as promoting their inclusion as a valued member of our setting.
We have undertaken specific training in such things as Makaton and Autism. Staff regularly attend training provided by NYCC to keep up to date with current thinking. Our links with local schools also help when the time comes to transfer to school.
For more information see our ‘Valuing Diversity and Promoting Equality’ and ‘SEND’ policies. You can also obtain more information from the Local Offer at NYCC.
Our SENCO is Helen Purtill. She can be contacted for further details about our policy of inclusion and how Esklets can meet the needs of individual children on 01287 660173 or by emailing playgroupglaisdale@hotmail.co.uk.
Transitions
We have close links with the local primary schools. We work together to ensure children transfer happily to school. Staff from local schools attend the setting regularly to get to know the children. We have also worked with children moving on to other schools. We work closely with local childminders and other pre-school settings.
