Our Ethos & Curriculum Goals

 Resilience 

• Children are motivated to move, explore and investigate 

• Select the use of a particular resource or activity and persist for a period of time 

• Set individual goals or their own objectives and pursue them until they're achieved 

• Restart or modify self led activities when challenges occur

• Respond to external challenges form peers or adult and adapt their activities and goals  accordingly 

• Respond to questions and provocations from adults and peers 

• Be able to articulate how challenges and setbacks are resolved or addressed.  

Independence

• Children make choices about the materials they engage with and how they want to use  them

• Make their own decisions, and explore solutions for problems before asking for support 

• Share ideas with their peers and practitioners

• Take risks and resolve their own conflicts 

• Accept roles and responsibilities and complete self chosen and adult directed tasks

• Respond to praise for their achievements  

Self Regulation

• Engage in role play 

• Take part in back and forth interactions with adults and peers 

• Be patient for what they want and plan what to do next

• Monitor what they are dong and bounce back when things get difficult

• Focus their attention and hold information in their mind.

• Recognise and label own emotions using rich language

Foster a Love of Learning

• Take part in reciprocal conversations with adults

• Ask questions and make suggestions 

• Take part in open ended, creative ‘loose parts’ play where there is no achieve or fail 

• Experience depth in learning

• Engage with adult led ‘teaching’ in specific areas such as letters and sounds 

View the World with Awe and Wonder 

• Play and explore both indoors and outdoors with a variety of materials and resources

• Interpret and respond to what they see and hear 

• Make links between their experiences

• Take part in rich conversations and actively engage with a variety of literature

 The Role of the Practitioner: Our Practitioners will……. 

• Respect and treat each child as an individual and value their voice, taking into account  cultural capital 

• Develop strong and supportive relationships, acting as positive role models, scaffolding  learning sensitively and only intervening when necessary

• Make children feel safe and secure; giving them time to think and respond, allowing them  to ask questions and explore problems themselves

• Work with parents to create reciprocal relationships, sharing information, listening to each other  and supporting the child

• Observe the children we are working with, what interests them, and how we can to move their  learning on. Ensuring that children have a deep, secure understanding of each concept or skill  before moving on, rather than rushing them on to next steps

• Provide children with opportunities to revisit experiences and feelings and reflect on  them, (spiral curriculum)

• Create an environment where children can lead their own learning and encourage critical thinking by taking part in rich conversation which will widen their vocabulary and spark their interests (SST)

• Ensure children are ‘school ready’ and work to narrow the gap supporting those children that are  most disadvantaged, Practitioners must ‘’consider the individual needs, interests, and development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development. (DfE,  2021) 

 Scaffolding has become a key concept in education. It is a framework to describe an adults’ supportive role in children’s learning. 

Scaffolding enables a child to solve a problem, carry out a task or achieve a goal which is just beyond his or her abilities.

Our role as adults is to scaffold and support children in their quest for independence, by modelling, giving clues, asking questions and then as the child approaches mastery, withdrawing the support.