Above and Beyond Educational Experiences
Our approach goes above and beyond the Early Years Foundation Stage (EYFS) to foster deep level learning and optimise potential.
We offer a range of unique educational experiences which enable children to become successful, lifelong learners including:
Wake Up and Shake Up
Research has shown that when children are carrying out cross-lateral movements, this encourages the two sides of the brain to communicate. In turn, this strengthens the nerve-cell pathways linking both sides of the brain, making it easier for children to learn and absorb information and skills from activities. Other benefits of exercise for children include, healthy heart and lungs, strengthening of muscles and bones, as well as providing relaxation and developing co-ordination.
Music and movement sessions teach children to move with control and confidence whilst encouraging them to become more aware of the space around them. It also provides the opportunity for children to learn about their bodies and what they can do.
Cooking in the Early Years is a great, fun experience which offers a wealth of learning and development.
The cooking activities offer cross curricular learning across all seven areas of the Early Years Foundation Stage and because children enjoy the experience so much, they are not even aware they are learning new skills. The activity is a sensory experience often using all the five-senses making it a more engaging and truly memorable experience.
Cooking also gives children knowledge on healthy food options, exploring where food comes from instigates a wide discussion.
The cooking station is an experience that is on offer at all parts of the day. Practitioners will plan to cook with the children, but children are also encouraged to be independent and choose when they wish to cook. This might be once a week or every day.
Regular cookery sessions at the Nursery will also give them valuable self-help skills whilst cooking delicious recipes that can be shared with parents. Some of skills children will acquire whilst cooking are listed below:
- Promote good hygiene before beginning such as cleaning tables and washing hands
- Encouraging children to name the ingredients and discuss where it has come from or how it grows; understanding the farm to fork experiences
Cookery sessions provide the basis for numerous skills, some of which are listed below:
- Promotion of good hygiene, such as cleaning tables and washing hands
- Encouraging the children to name ingredients and discuss where they have come from or how they grow
- Encouraging the children to weigh out their own ingredients, which helps to develop maths skills
- Teaching the children skills such as how to cut safely or how to crack an egg
- Talking about what is happening as the ingredients are mixed together, scientific language is used with the older children, such as “solid” and “liquid”
- Using explorative language about textures and smells, encouraging children to explore, actively learn and to critically think for themselves
Starting with our youngest children; the ‘Feelings Bag’ is filled with resources that allow them to begin to acknowledge different types of feelings, such as happy, sad, shy, excited and angry. Practitioners use tools and resources, supported by detailed activity cards, to introduce these feelings to the children and also to demonstrate different ways in which they can be supported or ‘made to feel better’. This provides children with the initial understanding of how someone might make them feel happy and excited, or supported when they feel sad or shy.
As the children develop their understanding of feelings, the emotional aspect is added into our learning experience. This is achieved by helping children take their understanding of different feelings, and begin to look at how they may affect others. Activities such as using an animal puppet to simulate body language which represents how a child might be feeling, and supporting the children in their language and behaviours, are key ways that practitioners help children secure an understanding of emotional patterns and the impact of the actions of others.
Emotions and Relationships
The final stage, which takes place with the Pre-School aged children, explores the development of relationships and how children’s understanding of behaviour patterns which relate to emotions and feelings, can be used to support them in building lasting, meaningful relationships with adults and children.
As children develop, more advanced feelings and emotions are included, to further extend children’s vocabulary and their comprehension of how to process and handle these, and many other feelings, for example, feeling blissful, ecstatic or panicked.
It is through these activities and interactions that children are also taught about the concept of anger, frustration, and being annoyed when things don’t go how they planned or when something unpleasant happens. Staff use stories and activity cards to support each child in knowing that it is okay to feel these emotions, whilst also providing them with the tools to be able to recognise and regulate their behaviour to ensure they act appropriately.
Practitioners use facial expressions and a voice that shows interest and excitement, together with lots of language, to engage babies whilst they explore and discuss the boxes.
Chatter Box Session
In small groups, with their Key Person, children are encouraged to share the contents of their ‘Chatter Box’ with their peers. This activity is always undertaken in small groups to allow each child in the group a turn to discuss a few of their items. All children will be given the chance to ask questions and participate in conversations within the group.
Taking part in ‘Chatter Box’ time will encourages children to listen to their peers which helps develop their attention and concentration skills.
Our ‘Chatter Boxes’ encourage and enable the older children to speak confidently in a friendly and secure situation, whilst initiating conversations and forming good relationships with others. These are all skills which are required for school readiness and which will help to ensure a smooth transition for your child when they start their Reception year.
Weather Boxes Play
Our Weather Boxes have been specifically designed for all age ranges to provide additional learning and development opportunities outside of the classroom environment. From story times and mark making, to mobile mud kitchens and science and investigation, these boxes have it all.
The boxes have been dynamically designed to provide everything our practitioners need to effectively carry out the activities contained within the box. Children are given the free choice as they enter the garden or head out for their walk, to choose which, if any boxes, they would like to access. Each adult-led activity using a Weather Box provides cross-curricular learning for children of all ages and covers the breadth of the Early Years Foundation Stage Curriculum.
Outside of the Early Years Outcomes, our children learn the importance of looking after the environment around them. They are encouraged and effectively supported in playing and exploring, actively learning, and questioning ‘the norm’ with their skills of creativity and critical thinking. This is all achieved through the use of a Weather Box and the interaction and teaching from our practitioners.
Our nursery has a nominated ‘Garden Champion’ who attends regular training sessions to further develop their own knowledge and skills, enabling them to bring back to nursery, a range of seasonal activities which can be carried out with the children. This is not simply an activity of planting grass seeds in a pot, but is in fact an opportunity for children to make use of real-life gardening tools and equipment to prepare an area, sow seeds, tend to vegetation and harvest their produce at the end of the process. The use of these tools further extends the children’s knowledge and understanding of how to manage their own risk, handle tools carefully, and keep themselves safe in an outdoor environment. Our children always complete their own visual risk assessment of the area, with the support of a practitioner, and decide for themselves if it is an appropriate and safe time to complete their activity. If the children decide it is not, they will then discuss what can be done to make it so.
Fruits and vegetables grown are picked and prepared by the children, alongside the nursery chef, who will then factor them into the menu for that day. This provides children with the ‘garden to plate’ experience, a fundamental aspect of supporting them in being able to make informed choices about the foods they put into their bodies.
Our nursery is registered with the Royal Horticultural Society and has achieved their RHS accreditation.
Child’s Electronic Learning Journal
Parents and carers are a vital aspect of children’s learning and development. As the primary carer and educator for their child, it is essential that parents and carers play a part in nursery life and the care and education that takes place within the setting.
Electronic Learning Journals are an efficient and effective method for parents and carers to be ever more involved and in touch with their child’s learning and development. Staff within the nursery routinely capture photographs and videos as part of their observation process. These are then enhanced with a description of the skills that are being demonstrated and the learning that is taking place, based on links made to the Early Years Foundation Stage Curriculum.
Through an app on their smart phone, tablet or computer, parents and carers have 24-hour, unrestricted access to their child’s learning journey and all of the observations and assessments completed within it. Simply downloading the app and logging in via their registered details is all that parents need to do.
To allow parents and carers to contribute even further, the home observation feature provides a means to share photos, videos and information with the setting that the Key Person can use to inform their individual planning for each child.
Children learn skills and their interests can change rapidly, so a simple and effective way for parents and carers to share this information from home only strengthens the opportunities available to their child.