Cookham, Maidenhead and The Lawns Nursery School Federation Teaching and Learning Policy
Learning through play that follows the children’s interests is the over-riding ethos of the federation and is at the heart of all teaching, learning and assessment.
We understand the four principles of the Early Years Foundation Stage
1. A unique child
2. Positive relationships
3. Enabling environments
4. Learning and development
The Early Years Foundation Stage Curriculum consists of seven areas of learning:-
Three prime areas –
Personal, social and emotional development
Self-confidence and self-awareness
Managing feelings and behaviour
Moving and handling
Health and self-care
Communication and language development
Listening and attention
Four specific areas –
Shape, space and measure
Understanding the world
People and communities
Expressive arts and design
Exploring and using media and materials
The Observation, Assessment and Planning Cycle
Through observing individual children and the cohort as a whole we notice their interests, likes and needs. As a team we analyse our observations, make assessments and plan the environment and resources according to those interests, likes and needs.
Every child is unique and knowing the children well enables us to plan for their next steps in learning.
Characteristics of Effective Learning
Understanding how individual children learn underpins our practice. The Characteristics of Effective learning help us to understand how children develop learning skills for life.
The Characteristics of Effective Learning outline the children’s abilities when:-
Playing and exploring- engagement
Finding out and exploring
Playing with what they know
Being willing to ‘have a go’
Active learning- motivation
Being involved and concentrating
Enjoying achieving what they set out to do
Creating and thinking critically- thinking
Having their own ideas
Choosing ways to do things
What does Effective Practice Look Like?
Key person – for strong attachments, good communication and positive transitions.
Parental involvement – through parent progress meetings, learning stories, questionnaires, parent workshops, Come and Play sessions, open-door policy.
Learning stories – through quality adult/child interactions, promoting the language of learning, giving the child a voice, sharing experiences with the child and their parents, planning next steps.
Environment and resources- accessible open ended resources, free-flow environment, quality interactions to support active learning through play, indoors and outdoors.
Monitoring and assessment – learning stories, learning journeys and O Track data inform planning and individual children’s next steps.
Stories written in a narrative style that describe an activity that your child has been doing. We use a common ‘language of learning’ including words such as persevering, concentrating and being an expert. From the stories we are able to look closely at your child’s learning and development and from this we can highlight the next steps that we want your child to take.
An individual folder containing photos, drawings, mark making and special moments selected by the children as well as their key people.
O Track Data
Computer based assessment tool completed by child’s key person. Analysis of this data informs planning for activities, resources and the environment as we notice patterns and areas for improvement.
Planning and Evaluating
Medium term planning - is reflective to the needs of the children and their next steps of learning. Throughout the year we plan for a variety of enrichment experiences such as a farm visit, trips to the shops, train journeys, visits from musicians and many more.
Short term planning - the nursery meet at the end of every day to evaluate the children’s learning and plan for progression the next day.
Parents and Carers- we welcome comments and ideas from parents / carers about particular interests and achievements.