LEARNING AT ESKLETS

Every child deserves the best possible start in life and support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and the age of five have a major impact on their future life chances. A secure, safe and happy childhood is important. Good parenting and high quality early and preschool learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

Esklets Preschool offers all the requirements of the EYFS (Early Years Foundation Stage) offering play based learning appropriate to your child’s needs, interests and abilities.Our staff work closely with parents to tailor our curriculum to your child, treating each child as a unique individual. Our well qualified staff have many years of experience, and have undertaken additional training in such areas as developing communication skills, storytelling, music and singing, Makaton, outdoor play and mathematical development.

EARLY YEARS FOUNDATION STAGE (EYFS)

The prime areas of learning are;

  • Personal, Social and Emotional development which covers making relationships, self-confidence and self-awareness and managing feelings and behavior.
  • Physical development which includes moving and handling and health and self-care.
  • Communication and Language which deals with listening and attention, understanding and speaking.

The specific areas of learning are;

  • Literacy covering reading and writing.
  • Mathematics covering numbers and shape, space and measure.
  • Understanding the world which includes looking at the world around us, technology and people and communities.
  • Expressive Arts and Design which deals with the exploration of media and materials and being imaginative.

The prime areas of learning are fundamental areas of learning which work together. Children move through them to support development in all the other specific areas of learning. We believe that children develop in the context of relationships and the environment around them. This is unique to each family, and reflects individual communities and cultures. The ways in which the child engages with other people and their environment is called the ‘Characteristics of Effective Learning’.

These characteristics hold that children learn by:

  • Playing and exploring – finding out and exploring, playing with what they know and being willing to have a go.
  • Being Active Learners – being involved and concentrating, keeping trying and enjoying achieving what they set out to do,
  • Creating and Thinking Critically – having their own ideas, making links, choosing ways to do things.

Full details of these can be viewed on the following websites:

www.foundationyears.org.uk

www.education.gov.uk/publications

Progress check at age 2 years

When a child is between 2 and 3 it is a requirement of the revised EYFS that we must review their progress in partnership with the parents. We must provide you with a short written summary of your child’s development in the prime areas. This must identify their strengths and any areas where the child’s progress is less than expected. We must then identify what additional support may be required to help your child progress. We will do this in partnership with parents and will only provide the check when we feel we know your child, usually between the ages of 30 and 36 months.

How we help children learn

The environment is presented in well-defined spaces such as the construction area, the messy play area and the mark making area. Each has an appropriate range of resources selected to meet the needs and interests of the children. We hope that we have created an environment that is exciting, purposeful, challenging and supportive. The emphasis is on child initiated play as children learn most when they are interested. Our planning is designed to help the children progress towards the early learning goals of the foundation stage. Our staff are skilled in observing each child, noting their interests, skills and needs these observations are then assessed to decide what they tell us about each child so that we can plan the learning activities and experiences, provide the appropriate resources and plan the practitioner’s role so that we can challenge and extend the child’s current learning and development.

TRANSITION TO SCHOOL

Esklets has close links with the local primary schools especially Castleton, Danby and Lealholm. We work together to ensure children transfer happily to school. Staff from all three schools attend the setting regularly to get to know the children. We have also worked with children moving on to other schools. We work closely with local childminders and other pre-school settings.