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Development
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Development

How we provide for development and learning.

Children start to learn about the world around them from the moment they are born. The care and education offered by Pre-school helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise.

PRIME AREAS.
 personal, social and emotional development;  physical development;  communication and language.
SPECIFIC AREAS.
 literacy
 mathematics
 understanding the world
 expressive arts and design For each area, the practice guidance sets out the Early Learning Goals.

These goals state what it is expected that children will know and be able to do by the end of the reception year of their education.

The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our Pre-school has regard to these matters when we assess children and plan for their learning.
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PRIME AREAS.

Personal Development

Personal, social and emotional development.

Pre-school supports children to develop:
Making relationships.
Self confidence and self awareness.
Managing feelings and behaviou.r




Physical development.

Pre-school supports children to develop understanding of:
Moving and handling.
Health and self care.  


activity

Communication and language.

Pre-school supports children to develop:
Listening and attention.
Understanding.
Speaking.





SPECIFIC AREAS



Literacy.

Pre-school supports children to develop:
Reading.
Writing.




Mathematics.

Pre-school supports children to develop understanding of:
Numbers.
Shape space and measure.


activity

Understanding of the world.

Pre-school supports children to develop understanding of:
People and communities.
The world.
Technology.


activity

Expressive arts and design.

Pre-school supports children to develop:
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.

We use the practice guidance Early Years Foundation Stage 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 the practice guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Assessment.
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 or videos 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 like 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.

Records of achievement. Pre-school keeps a record of achievement for each child. Staff and parents working together on their children's records of achievement is one of the ways in which the key person and parents work in partnership. Children's records of achievement help staff and parents celebrate together their achievements and help us to work together to provide what each child needs for his/her well being and to make progress.

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 guidance to the Early Years Foundation Stage as:

Playing and exploring – engagement Active learning – motivation – Creative and thinking critically

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 in order to support each child to remain an effective and motivated learner.

The progress check at age two
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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 learning and development areas of the EYFS: 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 on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

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