Here at Lyndhurst Day Nursery, we strive to provide this through helping all children to become independent, happy, confident little learners who are caring and excited about their own journey, whatever that may look like for them.
Childcare providers and schools for children aged between 0-5 years use the Early Years Foundation Stage as guidance to ensure a quality provision is offered.
The EYFS is made up of 4 principles which are:
We at Lyndhurst follow the EYFS Development Matters guidance, created by the Department for Education to help shape our curriculum
We strive to offer a home from home community that is loving and caring with the children at the heart of everything we do.
Each of our care rooms has it’s own age and stage appropriate curriculum which flows through the nursery from babies up to leaving to go to school. For any child who may be at a different stage to their peers we adapt our curriculum to suit their needs by planning relevant and exciting experiences.
The EYFS is split into the 7 areas of learning, these are:
We have carefully considered our children’s needs and practitioners skills combining them with our ethos to implement a curriculum which supports children to be happy, independent and confident little learners.
By pulling statements from Development Matters, we have designed our curriculum to be age and stage appropriate for each care room.
Starting with the baby room, we aim for the children to become confident and independent by ways such as separating from a main carer with ease, allowing themselves to be comforted by their keyperson and develop self assurance. We use singing and rhyme along with music to help our youngest children start to pay attention to what is going on and in turn develop their communication and language skills.
In the toddler room we work towards the children feeling strong enough to be able to express a range of emotions, rejecting help as they become more independent while asking questions about differences they notice. We encourage the children to listen to others while making themselves understood, saying how they feel using both words and actions.
For our oldest children in the pre-school we help them to develop ways to resolve conflicts, show more confidence in new social situations becoming more outgoing with unfamiliar people. Our team encourage the use of a wider range of vocabulary developing the children’s communication skills using questioning, rhymes and songs.
The way we measure the impact is by formally reviewing children’s progress termly but also by the team’s own skills and knowledge of each unique child and being able to pick up on any areas which their key children may need support with.
When children join us at Lyndhurst, over the first 4-6 weeks we carefully assess each child by watching, listening and having interactions with the families and children themselves to create our baseline. From this assessment we can identify children’s strengths along with any gaps there may be and write their next steps. We use this information to help ensure no child is left behind and also personalise each child’s learning and care.
We plan engaging activities by taking children’s interests into account, if we see children enjoying a certain area for example we will then plan our activities around this. We also take into consideration times of year and the world around us to plan but if the children show more interest in something else we will then change our ideas, giving them ownership of their own play and development.
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