Intent, Implementation and Impact
Our Federation Curriculum Statement of Intent, Implementation and Impact
Our shared curriculum intent places creative and curious learning at the heart of everything we do forming the foundation of our federation. Our curriculum engages and motivates children, facilitating thinking and learning, investigating, discovering and inquiring through high level involvement and engagement. This allows children to develop the skills, knowledge, understanding and personal qualities that will enable them to be confident, successful and lifelong learners.
We aspire our children to leave us as:
Highly motivated and curious learners who are internally driven to learn and constantly seek to know more. We support ‘thinkers’ and ‘doers’. Children who are keen to explore and are curious to ask questions and follow their own individual ideas and fascinations.
Confident communicators who know that their ideas matter and are able to communicate effectively in their own way making a positive contribution to society.
Secure and loved individuals who are able to develop strong attachments with others, creating positive relationships which are respectful and long lasting.
Children who are secure in their own skin as they understand and respect their emotional needs and are able to regulate themselves effectively through a range of different strategies.
Resilient learners who understand that life is hard, but are able to embrace challenges and overcome them with perseverance and a bounce back ability.
Individuals who adore reading and seek this out, soaking up the power of a story or using a non-fiction text to find out fascinating facts.
Lifelong learners with an inner drive to achieve their very best and the belief that they can do anything if they put their mind to it.
Masters of mathematics who see the fun in maths and is able to see the purpose which it brings to everyday life.
Yes, our curriculum is based on the 7 areas of learning in the EYFS, but we aim to teach so much more. Let’s reach for the stars.
Each child’s journey through our nursery school begins with us building strong relationships with children and their families, we continue to work with families throughout their time and they become part of our school family. Family is the single most important influence in a child's life. Positive parental relationships and engagement is a powerful lever to child’s success and progress.
We provide a rich, balanced, creative curriculum where children actively learn through play experiences. ‘Development Matters’ and ‘Birth to 5’ are used as support and guidance on how to achieve best practice. The Characteristics of Effective Learning, namely ‘playing and exploring’, ‘active learning’, and ‘creating and thinking critically’, underpin the children’s learning and development across the seven areas. We have written detailed curriculum progression documents for the aspects of learning our children may need additional support with. Staff draw on these when children are not on track to achieve their age expected goal. We use the prime areas of learning as a vehicle to deliver the specific areas.
Our implementation focuses on nurturing children and celebrating individuality. The strong emphasis on relationships ensures staff know the children well, which enables us to provide experiences for the children to build on their existing skills, knowledge and understanding constructed around their current interests. Highly skilled practitioners use careful observations to follow the child’s lead. We know children learn best when they are interested and motivated. ‘In The Moment Planning’ allows us to capture the moment a child is highly engaged and inspired, allowing practitioners to build and extend on learning which is appropriate to the unique child. We call this a teachable moment.
Our environment is a safe haven for children. With soft furnishings and a home-from-home feel which supports emotional wellbeing and calms behaviour. Following the ‘Curiosity Approach’ enables learning possibilities to be endless, encouraging curiosity, awe and wonder. Such a magical place to be!
Throughout the child’s journey at nursery we focus on language. From early language to aspirational language. Language unlocks learning! We are aware of the word gap that exists between our most deprived children and their peers, both locally and nationally, and this continually drives our focus. Staff act as a responsive partner, with warmth and interest, encouraging children to take an active role in communication. Following the ‘Hanen’ approach staff are skilled at using the correct level of communication to the child’s interaction level as they play.
All children are treated fairly regardless of gender, race, religion, disadvantage or ability, and we strive to treat children equitably, which is not always equally. We use careful observations and assessments and the 2 year check to recognise additional needs as early as possible. Highly trained staff use their knowledge to target support accordingly. The use of visuals and signing is embed into teaching, alongside highly effective interventions.
Children classed as vulnerable learners are identified as early as possible and advice is sought from our more experienced staff and external professionals. Our vulnerable learners include: those with special educational needs and disabilities; looked after children and those with other safeguarding concerns; learners with behaviour and attendance needs; early years pupil premium children; and learners with social emotional and mental health needs. We use knowledge gained from the ‘Attachment Friendly Schools Award’ to ensure all behaviour is treated as communication, unpicking the root causes and nurturing the child to a calm state of mind. Our aim is to provide the right help at the right time.
We recognise the importance of the curriculum meeting the needs of the children and enabling them to become deeply engaged and enjoy learning. We aim to create a curriculum which enables everyone to succeed, where children are resilient, co-operate and work well with each other. We use ‘Development Matters in the E.Y.F.S.’ and the relevant ‘ages and stages’ alongside our curriculum progression map as guidance on what to look for and when. These documents help staff identify children’s developing knowledge; skills; understanding and attitudes as they make progress towards the early learning goals, throughout the foundation stage. We are working towards all children achieving a good level of development in the early learning goals by the end of the reception year. We aim for the majority of our children to be on track to achieving this when the start primary school. However, our main focus is on progress individual to the child’s starting points. We have high expectations for all children to achieve a least a good level of progress, throughout their time at nursery.
Observation and Assessment
Staff developed strong relationships with their children and families to make effective observations of children’s starting points. Summative assessments are made through talking and listening to the child; meetings and discussions with parents/ carers; and quality interactions with the child. Staff use this information to make a baseline judgement as to whether the child is ‘on track’, ‘on track with support’ or ‘not on track’. This is completed within 4 weeks of the child starting nursery. The Enhanced 2 Year Check is used as a baseline for children who start in our 2 year provision.
Formative assessment takes place every day through ‘In The Moment Planning’ and close and connective interactions, where staff give feedback to children to support their next steps in learning.
Summative assessment takes place every 6 months at specific ages of the unique child.
Staff use the online system Tapestry to document snap shot observations and photographs of children’s learning. Parents feed into this and share their own observations and celebrations of children learning at home.