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3: Quality of provision in the Early Years Foundation Stage

 

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  • Positive learning experiences will start from children’s own interests, planning within the setting is reflective to allow for this and to nurture the child’s learning and development. Observations are key to the way the setting is planned. These observations allow staff to assess children’s strengths, needs, interests and play preferences, building on this information then allows learning to be meaningful and relevant for each child.
  • The setting also uses scaffolding amongst peers and staff to facilitate learning, extend and develop critical thinking and clarify learning. Children learn from each other and positive experiences in this area provide a solid foundation for children to develop socially.
  • Children are actively involved in their own development as autonomous individuals and given the freedom and encouragement to become engrossed in their own learning. Children are given open-ended, accessible resources reflecting the children’s current interests, within flexible spaces that are set within flexible routines; they are also given plenty of opportunities to revisit activities.
  • Children are also actively encouraged to explore and extend their curiosity; this is achieved by responsive relationships between staff and children, in particular a child’s key person and ensuring that children are given the opportunity to work both cooperatively and independently. The key person system aims to supplement not replicate care, love and quality time that children get from parents.
  • It is crucial to our aim that children achieve their full potential within the setting and a clearly defined ‘Equal Opportunities’ policy within setting ensures all children are valued as individuals in that we value and celebrate difference, challenge stereotypes and promote positive images of diversity in all children’s play experiences and resources.
  • We work closely within statutory guidelines and the Revised EYFS, facilitating learning though positive relationships, enabling environments, learning and development and recognition of the unique child. We feel that within Little Oaks nursery we help children become confident learners who embrace challenge without fear of failure. Our pedagogy is rooted in the values and beliefs about what we want for the children and an understanding of how children learn and develop.
  • Inclusion is fundamental to the values and aims of the setting and each stage of childhood is recognised and celebrated. Inclusion is about increasing the participation of children and reducing exclusion from society, valuing equally all children, parents and practitioners. The children are given the tools for this by giving them a broad range of environments and play opportunities in which they can explore, examine, interact, learn and develop.
  • The best way to prepare children for their adult life is to then give them what they need as children. Through play and learning in a safe, welcoming environment and through building warm, safe, mutually respectful and trusting relationships with each other and staff, children’s individual needs are respected, nurtured, valued and developed, enabling them to develop and grow.
  • Parents are the experts on their children and are the most knowledgeable on their child’s interests, emotional needs, behaviour, capabilities and skills, this is crucial to our understanding of the child and the two way flow of information is maintained and built upon constantly.

On the basis of your evaluation, what are your priorities for improvement?

Judgement: Outstanding

Why?

There is no room for complacency in any setting and all staff are fully committed to continuing to develop outstanding care and education in all areas. Regular meetings and the sharing of information with all those involved, parents, children, staff and committee, on an equal basis, ensures a harmonious ethic and greater understanding of what is required to continue to offer outstanding provision. Regular and comprehensive training, both in house and through Surestart, PATA and a wide range of training providers ensures staff are fully updated on changes in provision, guidelines, new research etc. This is reinforced with effective performance management highlighting areas of strength and further areas for training, ensuring practitioners continue to strive for the best possible care and education for all service users, the setting is aspirational in its approach.

Further Action:

To continue to ensure children make significant progress, given their starting points. The setting is to implement a ‘tracking system’ to monitor progress in all areas of the EYFS; particular attention is to be paid to the characteristics of learning.

January 2014