Children’s development and learning
We encourage learning and development through play experiences. We observe children’s interests to plan for their next steps whilst building positive relationships in a safe, secure and stimulating environment.
We aim to ensure that each child:
Is given the best possible start in life, adhering to the (UNCRC) United Nations Convention on the Rights of the Child
Is able to develop holistically by ensuring that the provision and practice enables this
Is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer helpers
Has the chance to join in with other children and adults to live, play, work and learn together
Is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do
Has a personal key person who makes sure each child makes satisfying progress
Is in a setting that sees parents as partners in helping each child to learn and develop (each parent/carer is the professional for their own child)
Is in a setting in which parents help to shape the service it offers.
The Early Years Foundation Stage
Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage.
A Unique Child
Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
Positive Relationships
Children learn to be strong and independent through positive relationships, knowing they have a secure base.
Enabling Environments
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.
Learning and Development
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities
How we provide for development and learning
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. We meet the needs of each unique child.
The Areas of Development and Learning comprise:
Prime Areas
Personal, social and emotional development.
Physical development.
Communication and language.
Specific Areas
Literacy.
Mathematics.
Understanding the world.
Expressive arts and design.
Our approach to learning and development and assessment
Learning through play
Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We use the Early Years Foundation Stage statutory guidance on education programmes to plan and provide opportunities which will help children to make effective progress in all areas of learning. This programme is made up of a mixture of both child led ad adult led activities.
At The Early Learning Camp re recognise that play is essential for child development. We support the EYFS with positive adult interactions and an enabling, supportive environment, to allow children the freedom to explore. We understand that play not only provides a child with imagination, creativity and motivation, but prepares each child for their future. Play allows the unique child to express their interests and enhance many skills such as problem-solving, self-regulation and developing relationships.
We acknowledge that play may appear differently for each child; some children enjoy engaging alone in their play, developing their imagination and curiosity. However, older children in their Early Years, often thrive off sharing ideas with their peers, playing alongside and with others.
Characteristics of effective learning
We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:
Playing and exploring - engagement;
Active learning - motivation; and
Creating and thinking critically - thinking.
These areas are linked to the observations on our Famly system
We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.
Assessment
We assess how young children learn and develop through regular observation. These observations help us to understand each child’s progress, interests, and next steps in learning. Evidence is gathered through written observations, photographs, and videos, which are used to document children’s development over time.
We value the important role parents and carers play in their child’s learning. As you know your child best, we invite you to contribute to assessments by sharing information about what your child enjoys doing at home and how you support their development outside of the setting.
We create regular assessment summaries based on our ongoing observations and development records. These summaries form part of each child’s record of achievement and are completed at set intervals throughout the year, as well as during times of transition, such as moving into a new room or preparing for school.
Termly reports are uploaded to the Famly system, where parents and carers can view them at their convenience. These reports are followed by a parents’ evening, providing an opportunity to discuss your child’s progress in more detail with their key worker.
At The Early Learning Camp, termly reports are used to identify each child’s next steps. This allows us to plan meaningful activities that support learning and development through the child’s own interests.
In addition, we regularly share “Wow Moments” throughout the term to celebrate children’s achievements and special milestones. Each term, every child will also be a Focus Child for one week. During this time, they will receive additional focused observations, and a Focus Child report will be uploaded to Famly.
The progress check at age two
The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.
Records of achievement
We keep a record of achievement for every child. This record helps us to celebrate your child’s achievements together and ensures we work in partnership to support their well-being and ongoing development.
Your child’s key person works closely with you to maintain this record. Together, we gather information about your child’s needs, interests, activities, and achievements, both at nursery and at home. This shared approach helps us to gain a full understanding of your child’s learning and development.
The information collected enables the key person to identify your child’s current stage of development and plan appropriate next steps. By working together, we can support your child to build on their strengths and move confidently towards their next stage of learning.
Wow moments and termly reports are uploaded to the Famly system, where they are added to your child’s individual learning journal. Parents and carers are encouraged to contribute by sharing observations and achievements from home, helping us to create a complete picture of your child’s journey.
At the end of your child’s time with us, their learning journal can be saved as a lasting record of their experiences, progress, and special memories at The Early Learning Camp.
Working together for your children
We maintain the ratio of adults to children in the setting that is set by the Safeguarding and Welfare Requirements. This helps us to:
Give time and attention to each child
Talk with the children about their interests and activities
Help children to experience and benefit from the activities we provide
Allow the children to explore and be adventurous in safety
Our setting recognises parents as the first and most important educators of their children. All of our staff see themselves as partners with parents in providing care and education for their children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:
exchanging knowledge about their children’s needs, activities, interests and progress with our staff;
contributing to the progress check at age two;
helping at sessions of the setting;
sharing their own special interests with the children;
helping to provide and look after the equipment and materials used in the children’s play activities;
taking part in events and informal discussions about the activities and curriculum provided by the setting;
joining in community activities, in which the setting takes part; and
building friendships with other parents in the setting.
Key person and your child
At our setting, we use a key person approach to support children’s well-being, learning, and development. Each member of staff is responsible for a small group of children, allowing them to build secure and trusting relationships.
When your child first starts with us, we allow time for them to settle naturally and to gravitate towards the member of staff they feel most comfortable with. Once this bond has formed, that staff member becomes your child’s key person.
Your child’s key person works in partnership with you to ensure that the care and learning experiences we provide meet your child’s individual needs and interests. They support your child through the settling-in process and, throughout your child’s time with us, help them to feel safe, confident, and engaged in our activities.
Although your child will have a key person, all staff within your child’s room work as a team. Every member of staff supports children’s care, learning, and development and is always available to speak with you if needed. However, you may find that you build a particularly close relationship with your child’s key person, as they will have a deeper understanding of your child’s daily experiences and progress.