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Teaching and Learning Part 1 – Practitioners and Practice


The setting works within the framework of the EYFS. The rooms are resourced with age appropriate, safe resources and address the needs of the individual child. Practitioners use Development Matters and the Statutory Guidance for the EYFS to plan provision and activities for the children in their care. The EYFS identifies three prime areas of learning and development and four specific areas of learning and development.

Staff observe children in all areas of development in different ways i.e. 2 year old development checks, photos, ‘post it’s’, both on entry and throughout their time at pre-school. Staff take into account what ‘they already know and can do’, cultural differences, those who achieve beyond what is expected and how often the child attends. This evidence is then used by the key workers to note the stages of development and next steps to be taken. They also record the child’s ‘well being and involvement’ noting how well the child is settled and taking part in activities. 

Activities and provision are adapted to suit the children’s individual needs. Practitioners differentiate the activities to meet the needs of the children in their key group. For some children a greater level of differentiation is required because they have additional or special educational needs. Practitioners are sensitive to the developmental needs of the children in their care and when they are differentiating activities and provision they have this in mind so that all children are able to access the setting in a way that is appropriate to their needs.

All children have a key person. It is the role of the key person to liaise closely with the child's parents. It is also the role of the key person to help parents to develop ways in which they can support their child's learning at home. Children have an on-line Learning Journey in which all their achievements are recorded. We encourage parents to contribute to their child’s Learning Journey by logging on to Learning Book with their unique reference number, enabling them to become involved in the development and planning of activities for their child. 

We are a small setting and get to know our parents very well through chatting and sharing information on a daily basis. We share their child’s achievements and support further development at home with weekly letters. We have a Golden Bear that goes home with a child from the Stars and Sunbeams room and Freddie the Teddy from the Twinkles room.  The bears are given to reinforce positive behaviour and we invite parents to write in their diary to let us know what they have been up to when they visit a child’s home.

 

Parents are able to speak to their child's key person or the manager/deputy manager at any time if they would like further information or advice about supporting learning at home. Children express their preferences on a daily basis and this is taken into account by the child’s key person and included in their individual planning.

 

 

Teaching and Learning Part 2 - Resources


Children are provided with resources that are developmentally appropriate. We ensure that the resources available are appropriate so that children who are developing more slowly or more quickly can access resources suitable to their stage of learning and development. Our observations, assessments and planning help to identify which resources will support the child’s learning and development.