Please click here for our Key Stage 1 curriculum: www.chapelendinfants.com/curriculum
Children have a natural desire to explore, communicate, create and learn. Play engages children’s bodies, minds and emotions. In playing children can learn to interact with others and be part of a community, to experience and manage feelings, and to be in control and confident about themselves and their abilities.
At Chapel End Early Years, we strive to ensure children feel safe and confident so they can explore and play and he Early Years Foundation Stage Curriculum is followed through our Willow, Nursery and Reception provision. Information is contained within the Early Years Handbook and further information can be found in the links below and within the Willow, Nursery and Reception areas of the website.
We largely follow a ‘teaching in the moment’ approach. Adults create enabling environments that are equipped to meet the needs, interests and stages of development of each child.
Adults move to where the children are engaged and interact with them as they play, making the most of children’s natural desire to explore and learn to enhance the learning whenever a “teachable moment” is spotted. Practitioner observations, interactions and the outcomes of these moments are recorded and contribute to the child’s ‘Special Book’ which is a detailed profile of the child’s developmental learning journey. This approach supports children to develop as purposeful, calm, confident and independent learners. Our highly skilled teams support children to meet their next steps and drive their innate desire to learn forwards.
Play can help children to develop these positive dispositions for learning:
- finding an interest
- being willing to explore, experiment and try things out
- knowing how and where to seek help
- being inventive – creating problems, and finding solutions
- being flexible – testing and refining
- being engaged and involved – concentrating, sustaining interest, persevering with a task, even when it is challenging
- making choices and decisions
- making plans and knowing how to carry them out
- playing and working collaboratively with peers and adults
- managing self, managing others
- developing ‘can-do’ orientations to learning
- being resilient – finding alternative strategies if things don’t always go as planned
- understanding the perspectives and emotions of other people.
Practitioners cannot plan children’s play, because this would work against the choice and control that are central features of play. Practitioners can and should plan for children’s play, however, by creating high-quality learning environments, and ensuring uninterrupted periods for children to develop their play.
The Foundation Stage curriculum is organised into different areas of learning.
Personal, Social and Emotional Development; Physical Development and Communication and Language
Literacy; Mathematics; Understanding of the World and Expressive Arts and Design
When children reach Reception, they continue to benefit from periods of sustained uninterrupted play alongside periods of direct whole class teaching and engaging, practical hands on small group activities.
We use ‘core books’ to support our literacy sessions alongside the systematic teaching of phonics. We use a range of tools to support our teaching. Further information can be found here – http://www.letters-and-sounds.com/phase-2.html and here https://www.youtube.com/watch?v=TkXcabDUg7Q. Each child has a bug club login and we encourage you to read daily with you child.
We use White Rose maths to support and enhance our mathematics planning. Further information can be found here – https://whiterosemaths.com/homelearning.