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Children's development and learning
The provision for children's development and learning is guided by The Early Years Foundation
Stage (DCSF, 2007)). From September 2008 The Early Years Foundation Stage became law. This
brings together Birth to Three Matters and the Curriculum Guidance for the Foundation Stage. Our
provision reflects the four key themes and 16 commitments of the Early Years Foundation Stage.
Hungate Hall, Hungate, Beccles, Suffolk, NR34 9TL - Tel 07944 824927
Reg Charity No: 1025361
Ofsted Ref No; 251635
PLA No; 5880
Ofsted Ref No; 251635
PLA No; 5880
A UNIQUE CHILD
Child Development: Skilfull communicator, competent learner
Inclusive Practice: Equality and diversity, children's entitlement, early support
Keeping Safe: Being safe and protected, discovering boundaries, making choices
Health and Well-being: Growth and developing, physical and emotional well-being
Inclusive Practice: Equality and diversity, children's entitlement, early support
Keeping Safe: Being safe and protected, discovering boundaries, making choices
Health and Well-being: Growth and developing, physical and emotional well-being
POSITIVE RELATIONSHIPS
Respecting Each Other: Understanding feelings, friendship, professional relationships
Parents as Partners: Respecting diversity, communication, learning together
Supporting Learning: Positive interactions, listening to children, effective teaching
Key Person: Secure attachment, shared care, independence
Parents as Partners: Respecting diversity, communication, learning together
Supporting Learning: Positive interactions, listening to children, effective teaching
Key Person: Secure attachment, shared care, independence
ENABLING ENVIRONMENTS
Observation, Assessment and Planning: Starting with the child, planning, assessment
Supporting Every Child: Children's needs, the learning journey, working together
The Learning Environment: The emotional environment, the outdoor environment, the indoor environment
The Wider Context: Transitions and continuity, multi-agency working, the community
Supporting Every Child: Children's needs, the learning journey, working together
The Learning Environment: The emotional environment, the outdoor environment, the indoor environment
The Wider Context: Transitions and continuity, multi-agency working, the community
LEARNING AND DEVELOPMENT
Play and Exploration: Learning through experience, adult involvement, contexts for learning
Active Learning: Mental and physical involvement, decision making, personalised earning
Creativity and Physical Thinking: Making connection, transforming and understanding, sustained shared thinking
Active Learning: Mental and physical involvement, decision making, personalised earning
Creativity and Physical Thinking: Making connection, transforming and understanding, sustained shared thinking
Children start to learn about the world around them from the moment they are born. The care and
education offered by our setting 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
For each area, the practice guidance sets out the Eary 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 setting has regard to these matters when we assess children and plan for their learning.
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 setting has regard to these matters when we assess children and plan for their learning.