Our Pre-school is registered with OFSTED to promote education as well as care to our Foundation Stage children. The
Government Funding we claim for each child attending requires a suitable curriculum to provide opportunities for the attending children to develop towards the EARLY LEARNING GOALS (ELGs) set by SCAA (School Curriculum and Assessment Authority).
The areas of Learning and Development are:-
Personal and Social and Emotional Development
Communication and Language
Understanding the World
Expressive Arts and Design
The curriculum is planned each half term by the Senior Practitioner and staff. A suggested two year rolling plan of themes has been selected though these are very flexible and can be altered to reflect the interests and ages of the children attending. Each theme is highlighted with relevant activities.
The Learning Intention codes appear on the curriculum plan each half term and are taken from the Statutory Framework for the Early Years Foundation Stage (EYFS). A summary of each of the Learning Areas is displayed in Pre-school – please ask if you would like to know more.
The practitioners use on-going observations to assess the learning and development and interests of each child attending and from these can plan individual ‘Next Steps’. These observations inform the curriculum plan with specific activities linked to Learning Intentions for the next medium term plan.
The learning opportunities are evaluated throughout the term, with strengths and weaknesses noted for a continual improvement to meet the current needs.
The curriculum is planned carefully to ensure all learning objectives for Foundation Stage children are adequately covered across all the sessions.
RECORDING CHILDREN’S PROGRESS
All children registered at Aveton Gifford Pre-school will be registered on an on-line progress record program called Tapestry. The record is divided into the seven areas of learning of the Early Years Foundation Stage curriculum
Under each heading is a list of developmental stepping stones which show progression towards Key Stage 1.These are flexible to include all abilities. (The Foundation Stage is from birth until the beginning of year 1 at Primary School, e.g. September before their 6th birthday).
Observations at Pre-school are entered onto each child’s Tapestry account by the child’s Pre-school key Person. Parents can leave comments when viewing the journal by entering their unique password. Parents can also download a Tapestry app which will enable you to put on your own special events from home with photographs.
For your Key Person to monitor your child’s progress, he/she will make regular observations which will be recorded as written observations and as photographs. These will be included in their Key Children’s on-line Tapestry learning journal.
Using the record as a comprehensive guide to the child’s strengths and weaknesses, the key worker is able to assess the next steps identified for each child and suggest appropriate activities at home and at Pre-school to help further development throughout the duration of their time at Pre-school.
The records belong to the parent/carer and are respected as confidential by the key worker. The parent/carer may wish to show the records to other interested child workers such as the Health Visitor or Reception Teacher. To do this your Key Person can download the records to a PDF file at any time. Please ask.
For children soon to be attending Primary School, the key worker will complete a Transition Document, which gives an overview in each of the learning areas. Information will be taken from the Tapestry Journal. There is a section for the parent to complete with the opportunity to express any concerns or just to describe the child’s character or interests. These will be a helpful link between Pre-school and school, providing a picture of the child’s developing capabilities and personality, smoothing the transition between the two provisions.
Children between the age of two and three will receive a Progress Check which is a short written summary of their development in the prime areas.
For any children with Additional Needs, staff will respect the need for confidentiality regarding children’s development within the setting. The Special Educational Needs Co-coordinator (SENCO) will communicate with the parent regarding their wishes on sharing information about the child’s needs to the group.