Playbox Curriculum overview Autumn Term 2024
Intent
We regard every child as unique; we will provide all children with an inviting, warm,
caring environment. We want the children to learn through their play, in our
playgroup they will be free to explore and learn at their own pace. We want the
children to be able to make their own decisions about their learning whilst ensuring
that they are exposed to a range of activities covering the seven areas of learning,
which will excite them and help them to dream big. We understand that all children
are different and will develop and learn in different ways and rates. We will
encourage them to try new things and ensure that they are enabled to reach their full
potential. We regard each child as constantly learning and that each child can
become resilient, capable, confident, self-assured. We will ensure strong
partnerships between parents and staff. We will use the EYFS and development
matters to underpin our teaching and learning.
The seven important and interconnected areas of learning and development shape
our provision. We regard the three prime areas as particularly crucial for igniting
children’s curiosity and enthusiasm for learning, and for building their capacity to
learn, form relationships and thrive.
- Communication and language development: We give children opportunities to
experience a rich language environment; to develop their confidence and skills in
expressing themselves; and to speak and listen in a range of situations
demonstrating a good understanding. - Physical development: We provide opportunities for young children to be active and
interactive; and to develop their co-ordination, control, and movement. We help
children to understand the importance of physical activity and to make healthy
choices in relation to food. - Personal, social and emotional development: We help children to develop a
positive sense of themselves, and others; to form positive relationships and develop
respect for others; to develop social skills and learn how to manage their feelings; to
understand appropriate behaviour in groups; and to have confidence in their own
abilities. Our provision also supports children in four specific areas, through which
the three prime areas are strengthened and applied. The specific areas are: - Literacy: This is at the heart of everything we do. Children are given access to a
wide range of reading materials (books and other written materials) to ignite their
interest. - Mathematics: We provide children with an introduction to numbers and how we
use them, we teach about shapes and spaces. - Understanding the world: We guide children to make sense of their physical world
and their community through opportunities to explore, observe and find out about
people, places, technology and the environment. - Expressive arts and design: We enable children to explore and play with a wide
range of media and materials, as well as providing opportunities and encouragement
for sharing their thoughts, imagination, ideas and feelings through a variety of
activities in art, music, movement, dance, roleplay, and design and technology.
Implementation
We consider the individual needs, interests, and stage of development of each child
and use this information to plan a challenging, progressive and highly motivating
curriculum for each child in all the areas of learning and development
Activities will be both adult and child led. We regard play as essential for children’s
development, building their confidence as they learn to explore, to think about
problems, and relate to others. We strongly believe that children learn by leading
their own play, and by taking part in play which is guided by adults. We will introduce
small group work in the daily timetable, to help children prepare for the move to
Nursery/reception. The activities will be centred around themes which will run for a
few weeks at a time. Staff will have weekly planning meetings to plan the curriculum
and ensure that all children’s needs are met, adapting the planning where needed to
ensure all children are working at their own pace. Staff will be alongside the children
but will not interfere with the play unless asked to by the child. When asked to join in
the staff will talk to the children allowing them time to respond, which in turn allows
them to lead the play. We consider children’s term of birth to ensure children are on
track for typical development. We target children’s needs and provide the necessary
interventions whether this is through direct teaching, linked provision, continuous or
enhanced provision.
Impact
We expect most of the children attending to reach all their learning goals. To ensure
this, children are assigned a keyworker when they arrive at the playgroup. The
keyworker will work closely with the family, firstly gaining knowledge prior to the child
starting and then moving forward. A baseline assessment is taken soon after the
child starts in the playgroup. Keyworkers will then observe and monitor the child’s
development making regular assessments against the EYFS learning goals to
ensure that the child is developing along the correct line. Concerns about a child’s
development are flagged with the SENCO and plans put in place to help the child.