At Wingate Community Nursery School, we believe that a high-quality curriculum is not something to be ‘delivered’, but rather a journey we take together with young children. Young children learn from everything around them – the people, the environment, the atmosphere, the routine, the experiences and opportunities.
Becky Wood, our Headteacher has written a book called ‘Learning for Life through a Creative Curriculum – The Wingate Way’, which describes in more detail the way we work; what we want children to learn, what we want them to become and how this will happen. The beauty of our creative curriculum is that it respects children and their childhood, and focuses on protecting and prioritising children’s needs, interests and rights – in particular, the right to play.
Copies of our creative curriculum are available as part of a Development Partnership where schools and settings engage in a comprehensive package of support to fully understand the key ingredients of ‘The Wingate Way’.
For more details and costs, please contact us via email: firstname.lastname@example.org
early years foundation stage
The Early Years Foundation Stage, EYFS, is a statutory framework that sets the standards that all early years providers must meet to ensure that the children in their care learn and develop well, stay safe and are kept healthy. Within this framework, there are 7 areas of learning, with 17 ‘Early Learning Goals’ to be aimed for by the end of children’s Reception year in school.
The Framework is split into 3 sections;
- characteristics of effective teaching and learning
- prime areas
- specific areas
characteristics of effective teaching and learning
The most successful ways in which children learn and develop are through playing and exploring, learning actively, and creating and thinking critically. These are called the “characteristics of effective learning” and are one part of the Early Years Foundation Stage.
playing and exploring, which is about children investigating and experiencing things and ‘having a go’.
active learning, which is about children concentrating and keeping on trying if they encounter difficulties and enjoying their achievements.
creating and thinking critically, which is about children having and developing their own ideas, making links between ideas and developing strategies for ways of doing things.
Personal, Social and Emotional Development
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
Communication and Language
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Expressive Arts and Design
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
here are two useful links;
special educational needs and disabilities (SEND)
All children, including those with SEND have their own key person who will know them best and be proactive in planning for their needs, working closely with parents.
SEND children are observed closely and their achievements are celebrated in their individual journal. This information is used to tailor the curriculum to meet the interests and enthusiasms of each child using methods of delivery that are appropriate to their needs.
The SENCO is responsible for initiating training that will challenge staff and enable them to provide a curriculum that ensures equality and diversity for all. Further information can be found in the SEN Information Report.
Children with SEND are supported in a variety of ways – through one to one support, group activities or key person tasks. The key person for each SEND child will decide how everyday activities and experiences within the curriculum might need to be adjusted, to ensure their child is fully involved at the appropriate level. In addition to this, we can apply for additional support from the Local Authority to ensure children with additional needs are receiving the ‘over and above’ individual support they need.
If you would like to discuss your child’s SEND requirements, please contact the school and we will try our best to help you.