At Little Butterflies Day Nursery, we are committed to ensuring all children attending the nursery will get the opportunity to develop skills that will help prepare them for entering school. We aim to achieve this by providing all children with the opportunity to develop their skills through The Early Years Foundation Stage (EYFS) framework.
The EYFS sets standards to enable early years providers like us to reflect the rich and personalised experience that parents give to their child at home. Like parents, we deliver individualised learning, development and care that enhance the development of the children in our care and give all children the best possible start in life. It is crucial to their future success that children’s earliest experiences help to build a secure foundation for learning throughout their school years and beyond.
The Early Years Foundation Stage (EYFS) policy brings together aspects of both the 2012 framework and the previous 2008 framework.
During nursery years, children will develop many of the basic skills which will prepare them for school. They will follow the first part of the EYFS educational programmes which will help them to achieve the Early Learning Goals. The EYFS principles which guide the work of all practitioners are based upon four themes taken from the 2008 EYFS framework:
- A unique child
- Positive relationships
- Enabling environments
- Learning and development
The learning and development section has integrated the seven new learning areas from the 2012 framework. The policy states:
All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
The three prime areas are:
- Personal, social and emotional development
We encourage children to make relationships with their keyworker, other staff members and children, build their self confidence and self esteem, and how to manage their feelings and behaviour. Children learn through play and in the mind of the child, play and work cannot be separated. We provide carefully planned structured play activities that promote strong self image and self esteem. We encourage children to talk to their peers and adults and listen to each other, being sensitive to their needs, views and feelings of others. We share our views and encourage turn taking. We provide activities, experiences and support to children which help them to express their emotions in a positive and safe way.
- Communication and language
We provide opportunities for children to explore, enjoy and use words in various context. We encourage three areas of communication and language which are:
- Listening and attention
Staff members can speak a wide range of languages to help children communicate in both English and their mother tongue. Children are given opportunities to listen attentively in a range of situations. They listen to stories, are able to ask questions or respond to what has been read. They give their attention to what others say and respond appropriately. Children are encouraged to respond to instructions and ask ‘how’ and ‘why’ questions to help increase their understanding
- Physical development
The Children at Little Butterflies Day Nursery learn how to use various resources and how to explore large spaces safely. The children develop good control and co-ordination in large and small movements. They are encouraged to move confidently in a range of ways: – safely negotiating space and how to use pencils for writing.
The children develop an understanding of how their bodies work and what they need to do to keep their bodies safe and healthy. The staff at Little Butterflies Day Nursery promote good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. This includes how to maintain their own basic hygiene and personal needs successfully, including dressing and going to the toilet and eating independently.
The specific areas are:
At Little Butterflies Day Nursery, the children are provided with opportunities to explore and enjoy the use of words and text in different range of contexts. The nursery offers a wide selection of books and focus’ on literacy skills. Children are read books by a staff member and they can also read the books themselves amongst other children. They are introduced to phonic knowledge and activities are provided to promote this area of development. Children are encouraged and supported to write the letters of the alphabet, their names and other common words.
The Children at Little Butterflies Day Nursery are encouraged to participate in mathematic activities regularly. Activities are provided to promote their problem solving skills, make decisions, experiment, predict, plan and question what is going on around them. They are taught about numbers, how to count, learn and label shapes, colours and different sizes on everyday objects.
- Understanding the world
Children are encouraged to discuss about past and present events in their own lives and the lives of their family members. We promote children’s learning about different cultures, religions and beliefs and learn to distinguish between them and respect differences. Activities are prepared to promote children’s understanding and regularly visits to the park and library to increase their knowledge about the world which surrounds them.
- Expressive arts and design
At Little Butterflies Day Nursery the children are given the opportunity to explore and experiment with a range of different media and materials to develop their creative skills. we encourage children to be independent which helps to develop their creative nature. Children are encouraged to use their imagination and to express their own ideas, thoughts and feelings. We have a number of carefully planned and structured play areas which include:
- Home corner
- Writing area
- Arts and craft area
- Sand and water
- Book corner
- Outdoor and indoor play
- Observations: All our qualified practitioners make regular systematic observations and assessments of each child’s achievements, their interests and individual learning styles. They then use these observations and assessments to help identify learning priorities and plan relevant and motivating learning experiences for each child. Practitioners are then required to match their observations to the expectations of the early learning goals.
- 2 year old progress check: Practitioners review a children between the age of two and three to record their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check will identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners will develop a targeted plan to support the child’s future learning and development involving other professionals
- Scrapbooks: Scrapbooks are created to show the child’s work in each learning area to help visualise how the child has progressed.
- Profiles: When a child leaves the setting, a child will receive a profile which will include all information regarding their progress. This includes their observations, 2 year old progress check, discussion with parents, and their scrapbook. This will be passed on to the child’s next setting.