Hyde Preschool: From tiny seeds grow mighty trees

Our curriculum is led by careful staff planning and the children’s individual needs and interests. This is based on the developmentally appropriate milestones, as outlined in the EYFS as well as using the supporting documents Development Matters and Birth to Five guidance. Our preschool learning environment and methods of delivery are influenced by knowledge gained from the children and their parents. By using observations, planning and professional knowledge and understanding of the children as well as following the learning and development requirements as set out in the EYFS Statutory Framework 2021 we can create and extend learning opportunities for all.

INTENT – At Hyde Preschool we are a child-centred, adult led play-based setting. Practitioners provide a stimulating environment with suitably appropriate yet challenging learning opportunities, for every child based on their age and stage of learning. Working closely with parents we will continually assess the children’s learning through observations (from parents as well as our own) and provide scaffolding and extra support for those children that require it to ensure that all children have the necessary skills to succeed in life.

IMPLEMENTATION – At Hyde Preschool we strive to provide a safe and stimulating environment for all children. By implementing a mix of both child and adult led activities we can cover all areas of the learning and development requirements. Some planning may also be done in the moment based on the children’s interests. Adults will respond to the children’s specific needs by adapting activities where necessary. Using a wide range of resources, we will meet the children’s needs and promote their focus on learning. In line with the EYFS Statutory Framework, staff will carry out 2-year checks (if it’s not already done) when they start at the setting. Building a good rapport with parents will enable us to share observations and information about their child’s progress so they will continue to support their learning at home. Staff will also have regular meetings about all children to discuss how each child is developing and any concerns that they may have. In doing this all staff have the same knowledge and support strategies to help the child to thrive.

IMPACT – Children will develop a solid knowledge and set of skills in all seven areas of learning. They will grow into happy, confident children with good social and independent skills. Children will be school-ready and confident learners equipped for the next stage of their education. This will be measured by ongoing reflective observations and practitioner knowledge of individual children.

PEDAGOGY – Different ways in which practitioners help children to learn. Children learn through play, by adults modelling and scaffolding, by observing each other, and through guided learning and direct teaching. Practitioners carefully organise enabling environments for high-quality play, making time and space available for children to invent their own play. Practitioners can join in to sensitively support and extend children’s learning. Children in the early years also learn through group work when practitioners guide their learning. A well-planned learning environment, indoors and outside, is an important aspect of pedagogy. 

Ways in which practitioners can do this is by:

·      creating a rich and stimulating environment, indoors and outside, so that children can choose their own play and activities

·       joining in with children’s play when appropriate, and sensitively introducing challenges and new ideas

·       setting challenges for children in a delicate way and allowing them to find their own solutions to problems

·       showing and explaining to children on how to do things (modelling)

·       encouraging children to collaborate and learn from each other

·       guiding children’s learning in a playful way

·       discussing ideas with children, using skilful questioning, and challenging their thinking to help them clarify their understanding of ideas

·       commenting on what children are doing

·       directly teaching children a new skill, concept, or an important piece of information

·       using ICT to support children’s learning, using the approaches set out above.