The Areas of Development and Learning comprise:
- Personal, Social and Emotional Development
- Physical Development
- Communication and Language
- Understanding the World
- Expressive Arts and Design
For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what is expected that children will know, and be able to do, by the end of the reception year of their education.
The Development Matters guidance sets out the likely stages of progress a child makes along their learning journey towards the Early Learning Goals. Our setting has regard to these matters when we assess children and plan for their learning. Our program supports children to develop the knowledge, skills and understanding they need for:
Personal, social and emotional development (Prime Area)
- Making relationships
- Self confidence and self awareness
- Managing feelings and behaviour
Physical development (Prime Area)
- Moving and handling
- Health and self care
Communication and Language (Prime Area)
- Listening and attention
- Shape, space and measure
Understanding the World
- People and communities
- The world
Expressive Arts and Design
- Exploring and using media and materials
- Being imaginative
Learning through play
Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think.
Our setting uses the development matters in the Early Years Foundation Stage guidance to plan and provide a range of play activities, which help children to make progress in each of the areas of learning and development.
In some of these activities, children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities, information from “Development Matters” the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.
Characteristics of effective learning
We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Development Matters the Early Years Foundation Stage guidance as:
- Playing and exploring – engagement
- Active learning – motivation
- Creating and thinking critically – thinking.
We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children likes to do at home and how they as parents are supporting development.
We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.
Age 2 Progress Check
The progress check at age 2
The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development: personal, social and emotional development; physical development; and communication and language; when a child is aged between 24 – 36 months. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.
Every Child a Talker (ECAT)
All children are observed using the ECAT speech, language and communication progress monitoring tool. This can help identify children at risk of delayed speech, language and communication. It may be useful in supporting Practitioners subject knowledge and helping staff plan the next steps for these children, and if necessary make decisions about referring for additional support.
Records of Achievement
The setting keeps a record of achievement (Learning story) for each child. Your child’s record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.
Your child’s key person will work in partnership with you to keep this record. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress. You and the key person will then decide on how to help your child to move on to the next stage.
Some of the kind words from parents of children at our preschool.
Wonderful preschool. Our daughter loved it and our son enjoys it just as much! Thank you to all the wonderful ladies who make it so special!
Both my daughters were lucky enough to attend Hellesdon Preschool! They thrived in the positive, caring and friendly environment. The staff are brilliant at communicating and always put the children’s needs before anything else. Everything and more you could want in a preschool .
My little boy went here, it’s fantastic. I’ve got my 2 twins on the list already!
Get In Touch
We hope that you and your child enjoy being members of our setting and that you both find taking part in our activities interesting and stimulating. The staff are always ready and willing to talk with you about your ideas, views or questions.