Tel: 0117 924 7175

Email: info@tindrumnursery.co.uk

Our Curriculum

We follow the Early Years Foundation Stage (EYFS) which sets standards for the learning, development and care of your child from birth to 5 years old.

1. Intent  – What we want our children to learn.

Vision and values
Children at the Tin Drum Nursery will be in a safe and welcoming nurturing environment in which they can be themselves and feel encouraged and supported to be a confident, curious and resilient learner. We will build trusting relationships with families to celebrate their uniqueness and include their needs and expectations.

Learning
We will adhere to the Statutory Framework and link our learning programmes to the EYFS areas of learning in a child friendly, accessible and inclusive approach. Children will be encouraged by skilled and committed practitioners to be effective communicators and able to express themselves verbally, emotionally, creatively and physically.

Environment and experiences
The nursery environment will meet their needs and provide challenges in safe and secure surroundings. Observing each child, monitoring progress and identifying next steps will be central to our provision. Visitors and outings will widen the child’s experience and broaden their understanding of the world.

2. Implementation – How we will make this happen.

Each child will be assessed at the start of their time with us, and their needs identified and agreed. We will provide a well-resourced environment to encourage independence, resilience and self-led learning by using an In the Moment approach within a familiar routine. The child is observed and supported appropriately at a “teachable moment” to extend their learning. A record of these exchanges, the Focus week record, will include parents for continuity and shared learning. Families are encouraged to share concerns as they arise or celebrate achievements and agree learning priorities at parent meetings in person or on zoom for their convenience.

The Management Team are all experienced practitioners and active on the nursery floor. The nursery takes part in a continuous self-evaluation programme involving all setting users through the EEL/BEEL project to address the needs for development in any aspect, to evaluate practice and identify goals for improvement. Practitioners are encouraged and supported to continue their own learning and to identify interests and goals for their own professional development and to support the development of the setting.

Families are valued as first educators and as partners in the child’s learning once they are part of the nursery community. We invite them to share their culture, interests, or occupations with the children to widen all our experiences. We visit local facilities or attractions for children to broaden their experience and learn self-care and safe behaviour, and invite visitors in to link with our wider community.

Information is shared with receiving setting or schools when children leave to ensure effective and appropriate support is continuous.

3. Impact – How we know it is working.

Children joining the nursery are treated as individuals and have an induction process which best supports their needs. They feel secure when they see trusting relationships built with their families. Children are regularly assessed and supported to enable good progress for all, and the learning opportunities are effectively presented as enjoyable and personal, following their interests. They are confident with routines and transition well to other rooms with tailored support and positive relationships with their keyperson. The transition to school is celebrated by ensuring children are confident they are ready and excited to take the next step. Children are encouraged to talk, and they make plans and investigate their ideas on their own or with their friends, confidently making choices and resolving differences. Visitors are welcomed and changes in routine are accepted showing feelings of trust and security.