The Department for Education and Skills (DfES) has introduced a Statutory framework for the early years Foundation stage (2014). This framework sets the standards to enable Early Years Providers to reflect the rich and personalised experience that many parents give their child/children at home. It requires providers to deliver individualised learning, development and care that will enhance the development of the child/children in their care. Each child will be supported individually so they progress at their own pace and children who need extra support to fulfil their potential will receive special consideration.

The principles that guide the work of all Early Years practitioners are grouped into four themes with the following commitments:

A Unique Child

Every Child is a competent learner from birth who can be resilient, capable, confident and self-assured. Matlock Pre-school Playgroup is committed to respecting that children develop in individual ways and at varying rates, we value and respect the diversity of individuals, understand that children develop resilience when their physical and physiological well-being is protected and that children’s health is an integral part of their emotional, mental, social, environmental and spiritual well-being.

Positive Relationships

Children learn to be strong and independent from a base of loving and secure relationships with parents and/or key people in their lives. Matlock Pre-school Playgroup acknowledges that when parents and practitioners work together the results will have a positive impact on children’s development.

Enabling Environments

The environment plays a key role in supporting and extending children’s development and learning. Matlock Pre-school Playgroup will observe each child in order to understand and consider their current interests, development and learning. The knowledge learnt from these observations will enable staff to set activities which are challenging but achievable. The pre-school environment is a rich and varied one with secure and safe yet challenging indoor and outdoor spaces. We work in partnership with other professionals and with individuals and groups in the community in order to support children’s development.

Learning and Development

Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. Matlock Pre-school Playgroup staff teach children by ensuring challenging; playful opportunities across the prime and specific areas of learning development. They foster the characteristics of effective learning • Playing and exploring • Active learning • Creating and thinking critically.

Prime areas of learning

Personal, Social and Emotional Development

We implement this area of learning and development by providing children with experiences and support to help them develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. This will enable them to know themselves and what they can do. We provide activities such as table top games, circle games, create areas for children to sit and chat with each other and encourage children’s confidence and independence.

Physical Development

The physical development of young children is encouraged through providing opportunities for them to be active and interactive and to improve their skills of co-ordination, control, manipulation and movement both indoors through music and apparatus and on larger outdoor equipment . Children are supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.

Communication and Language

We believe that children’s learning and competence is communicating, speaking and listening, being read to and must be supported and extended. Matlock Pre-school Playgroup provides children with the opportunity and encouragement to use their skills in a range of situations and for a range of purposes and support them in developing the confidence and disposition to do so through books, songs, rhymes, letters and sounds activities.

Specific areas of learning

Literacy

We encourage children to have an interest in and enjoy different kinds of books including poetry, factual and fictional. We work towards children understanding and using their phonic knowledge to begin to write words in ways which match their spoken sounds.

Mathematics

We support children in developing their understanding of problem solving, reasoning and numeracy through gradually knowing and using numbers and counting in play, and eventually recognising and using numbers reliably, to develop mathematical ideas and solve problems. By talking about shapes and quantities, and developing appropriate vocabulary children learn to use their knowledge to develop ideas and to solve mathematical problems. Activities include number rhymes, number games, critical thinking activities, construction and providing different shapes and sizes of containers in sand and water play.

Understanding the World

Children’s learning is supported through offering them opportunities to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real life situations; undertake practical experiments and work with a range of materials.

Expressive Arts and design

Children’s creativity is extended by providing support for their curiosity, exploration and play. They are provided with opportunities to share their thoughts, ideas and feelings through art, music, movement, dance, imaginative and role play activities, mathematics and design and technology.

When a child is between 2 and 3 we are required to review their progress and provide parents/ carers with a written summary of their child’s development in the prime areas of learning.

If you would like further details about Early Years Foundation Stage Framework (2012) please see your child’s key person or a member of staff. Further information may also be found via the DfE website.