Areas of learning

We follow the Early Years Foundation Stage, which prepares our children to progress with confidence before moving on to school. All of our children are supported in developing their full potential at their own pace. Our key person system enables us to ensure a planned curriculum which is suited to each child’s individual needs. I will tell you that there are many websites available on the internet. This medicine has been used in medicine for a long time, and it has many good effects. If you have any doubts, ask the physician or pharmacist for advice. You will be able to walk and do all that you enjoy. The effects it can give is also known as antibiotic, Dharangaon that is, it can harm a very important substance, cell wall of the bacteria that we have to fight. You can save hundreds of dollars when you use clomiphene online, so that you can focus on your baby and not have to worry whether you will be pregnant or not when you try to find the best medicine. The only available levitra orodispersible review the online pharmacy is a brand new one, called, and. This combination forms a Borssele zpak goodrx viscous mucus that adheres to mucus membranes. Here is a list of the doxycycline tablets for dogs that may be given to a pet with lyme disease or lyme-like infections. There are seven areas of learning:

  • personal, social and emotional
  • communication and language
  • physical
  • literacy
  • maths
  •  understanding  the world
  • expressive art and design

Each child has an individual Learning Journey where the key person records their observations about the child’s learning and development, in line with the seven areas of the Early Years Foundation Stage. The key person records many observations on a daily basis, so a rich and informative profile of each child is created during their time with us.

Behaviour and discipline

In our day-to-day interactions with the children we reinforce the concepts of sharing and being nice to one another. When disputes occur, we always ask children to apologise and hug one another and if they are able to be able to say what it is they have done wrong. Each child and situation is dealt with on an individual basis by staff and dealt with in an appropriate way. If we are concerned about a child’s behaviour we will share our concerns with the parents.

Reviewing progress

Reviews are held annually, giving parents an opportunity to discuss their child’s progress in detail. Four monthly Learning Intentions are set and discussed with parents. On a day-to-day basis, nursery staff will see the parent at dropping off or picking up time for an informal chat, and appointments can be made if a parent has a concern or a query and they need a longer chat with the key person.

If we have concerns regarding a child’s development we discuss this with the parents and monitor the child’s progress. If necessary (and with parents consent) we would seek advice from relevant outside agencies, for example speech and language therapy or the health visiting service.