At Surbiton Hill Nursery School, we know that each child is unique with different experiences and interests. We have developed a spiral curriculum to reflect this. All children are able to access our curriculum and are suitably challenged to develop their skills and knowledge. Learning is revisited and consolidated throughout the year.
Our curriculum has 8 goals and is linked to the areas of learning in the EYFS Statutory Guidance
To enable the children to access the curriculum, all staff are knowledgeable educators who have a secure understanding of child development as well as knowing the children well. This supports them in providing an enabling environment. Many years of research have shown that children learn best through play.
Our staff work hard to provide a stimulating workshop style environment which sparks curiosity and interest for the children.
We know that interactions with children are key to the development of communication and language skills, so our staff skillfully interact with children to move them forward in their learning.
“The staff have ensured that all areas of learning are interwoven,
meeting the varied needs and interests of all children” Ofsted report Jan 2020
Click on each number to access our spiral curriculum for each goal.
The provision within the Nursery
The Den – The Nest and the Burrow – 3 and 4 year old Nursery – 15 hours, 30 hours and wrap around care
The Hive – 2 and 3 year old provision – 15 hours funded and self funded
The Green – Specialist Resource Provision – Nursery – 3 and 4 year old – allocated through the local authority
Emerald – Specialist Resource Provision – Reception – 4 and 5 year old – allocated through the local authority
In the moment Planning
Young children have a natural desire to learn, explore and be curious about the world. Their play often mimics their real life experiences and through their play is the opportunity to practice new skills and develop their interests.
The adults role within ‘In the Moment Planning’:
- is all about seeing the child doing something & then enhancing the child’s play to move the child’s learning on straight away.
- is reacting to the children’s needs “now & in the moment” rather than observe a child , evaluate & then plan an activity a few days down the line when the child might have moved on or forgotten something
- is to observe children in a variety of situations where they have chosen to engage. Assess what the child’s play and interactions mean and then sensitively identifying potential gaps in a children’s knowledge and the potential openings for further learning in that moment.
- relies upon high quality interactions between adult and child.
A Seasonal approach to learning
We are influenced by Freidrich Froebel’s principles. As a staff team we have attended training sessions and are working to develop our knowledge and skills to reflect this in our curriculum and pedagogy.
Engaging with nature and learning outdoors is embedded in our practice. We have a long standing commitment to providing children with access to outdoor learning, whatever the weather! Children have the opportunity to play outside for long, uninterrupted periods each day, developing the ability to manage their own risks, work together and challenge themselves.
As a school, we took part in an ERASMUS project, sharing early childhood practice with colleagues in Sweden, Norway and Spain. Our current curriculum reflects our experiences, building relationships with the children and families, focusing on the prime areas of learning, and using the outdoors to build on the indoor curriculum.
We also use core stories stories to teach the children. These stories reflect the seasons and the times of year. We use “Owl babies” as our first half term core story to help settle the children and have discussions around saying goodbye and feelings.
How we Plan, Record and Report for individual children
We use OPAL at our Nursery. This Observe, Play and Learn and was originally devised by the Maintained Nursery schools is Barnet (BEYA)
Our assessments are:
Effective – all children are supported in reaching their significant milestones
Meaningful – Relates to the children’s interests and is an insight to children’s thinking, needs and feelings. Our curriculum and environment will be based upon these assessments
Principled – observing to understand our children and to recognise them as individuals
We follow a cycle that will focus on children during their spot light month while having professional conversations with regards to all children’s progress and development.
From these focus months, the staff set individual targets to ensure each child reaches their full potential.
Various methods are used to record observations: written notes, assessments, photos and samples of work. We integrate observations from parents, other professionals and children’s own comments into our records. We use Tapestry to share our observations with parents/carers as well as receiving updates from parents/carers to share their achievements and wow moments from home.
Each half term, the class teacher will meet with every Key Person to share their knowledge and understanding of each child and plan accordingly