OUR VISION

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Our aim is to be a centre of excellence, providing a safe, caring and stimulating environment with a rich, broad and balanced curriculum where children can reach their full potential and grow at their individual level. We want to challenge and support children and show them the magic and wonder in the world around them whilst teaching skills for life and preparing them for school.

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STATEMENT OF EDUCATIONAL INTENT

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At Whytebeams we work within the guidance of the Early Years Foundation Stage (EYFS) and use the guidance ‘Birth to 5 Matters’ and ‘Development Matters’ to help children progress from their starting points, work towards and reach the expected milestones as well as reach their full individual potential. In addition, we teach children skills for life, such as safety, confidence and independence. We know that parents and carers have the most knowledge and understanding of their children. By sharing this knowledge, this enables us to build on previous experiences and plan for children’s future development. As such we welcome and value a strong partnership with parents and carers.

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The EYFS (Early Years Foundation Stage)

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We work closely within the framework of the Early Years Foundation Stage Curriculum and its four guiding principles shape our practice.

1. A Unique Child
2. Positive Relationships
3. Enabling Environments
4. Learning & Development

More information can be found at

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

We also use the non-statutory guidance documents ‘Birth to 5 Matters’ to support children’s
learning and development and make assessments.

https://birthto5matters.org.uk/wp-content/uploads/2021/03/Birthto5Matters-download.pdf

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The EYFS has seven areas of learning and Characteristics of Effective Learning which continue through to reception class at Primary School. These are incorporated into our curriculum.

The 3 prime areas include:

1. Personal, Social and Emotional Development.
2. Communication and Language.
3. Physical Development.

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The four specific areas are:

4. Literacy
5. Mathematics
6. Understanding the World
7. Expressive Arts and Design

The Characteristics of Effective Learning

 

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• Playing and exploring

• Active learning

• Creating and thinking critically.

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‘CURRICULUM, TEACHING and ACHIEVEMENT’

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CURRICULUM

What outcomes do we want for children?

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At Whytebeams we want every child to reach their individual potential and make good progress from their starting point through our learning environment and curriculum. Ideally and where appropriate we also want children to attain the skills within their age range in Birth to 5 Matters guidance. Where children do not progress as expected we try to identify why this might be and provide individual support to the child and family. Where children are above their expected level of development, we provide extra challenges for them at an individual level.

In addition to the EYFS learning areas, Whytebeams staff have together created ‘Whytebeams Wishes’ as above, which are the core values and life skills we want children to gain during their time with us and to prepare them for school and modern life today. This ensures a comprehensive and well-rounded approach to children’s learning. We place emphasis on a child’s PSE – Personal, Social and Emotional wellbeing which we see as the foundation of children’s success. Our curriculum and approach is tiered, setting easier goals that are developed and built on termly as and when children are ready.

Aims for Younger Children – to separate from their carer, settle and feel secure, build strong bonds with their keyworker, play alongside peers, learn our routines and boundaries. Encourage independence and confidence. Focus on securing good level of development within the prime areas of the EYFS. Introduce the further areas of learning where children are ready.

 

Aims for Older Children – to have made progress from their starting point, build on their strengths and reinforce existing knowledge, to have met their expected development level in the prime areas of learning, develop skills in the further areas of learning, build confidence and independence, build and strengthen friendships and play collaboratively with peers, be a role model for the younger children, reach their full potential, prepare for school readiness and the wider community.

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Staff will plan and deliver a rich and imaginative curriculum that is tiered, balanced and broad. Each year we create an annual planner with fun, interesting, and relevant topics. Staff take turns in pairs to plan for the 2 week period and create activities that will teach all 7 areas of learning within the topic as well as our core skills and values and any special events and celebrations. Planning is flexible and closely linked to children’s interests to ensure they are engaged and get the most from every opportunity. The focus of every activity is early language where staff will model language, provide a narrative and encourage children to speak and participate. 

Planning over 2 weeks allows all children to experience planned learning and repeat experiences to reinforce and scaffold their knowledge and practice the skills they have learnt. At the end of the 2 weeks staff will reflect on the effectiveness of their planning and the achievements children have made. Staff will think about what worked well and how activities can be improved to help us better our practice.

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Our curriculum aims for children in the 7 areas of learning through the eyes of the child

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Personal, Social and Emotional
To feel safe and secure, happily greet and interact with others, sharing thoughts and resources. To be confident, try and persist. To know and value myself and begin to understand others by making good friendships cooperating and resolving conflict with adult support. To manage my personal needs independently, eat healthily and know how to look after my body and keep safe.

Communication and Language

To chat happily or communicate in non-verbal ways in every day play and group sessions. To be able to follow instructions, concentrate, think about and extend ideas, sharing them with others. To absorb a language rich environment with back-and-forth interactions, reading frequently and engaging in stories, poems and rhymes. Being able to answer questions and elaborate on stories. To develop a rich range of vocabulary and language structure.

Physical Development

To become a safe and confident ‘Risk Taker’  and sensory explorer, developing body strength through a wide range of movements and equipment. To develop coordination, spatial awareness, balance, stability and agility in gross motor skill. To develop control, precision and good hand eye coordination in mark making, writing and fine motor skills. To enjoy building, creating, digging,
completing puzzles, using small tools, and larger equipment such as swings, slides, bikes and scooters.

Literacy

Reading - To develop a love of reading, enjoying books, rhymes, songs and poems. To learn about myself and the world around me through books, be able to turn pages, describe the characters, scenes and outcomes or to predict what might happen. Later, to be able to recognise some letters and symbols in my environment. Writing - To be confident in pre-writing, enjoying mark making and developing a good grip. To become a ‘good listener who understands, remembers, sequences and creates sounds in every
day play and later use these skills to begin early writing and begin to write my own name. 

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Maths

To develop good mathematical knowledge and language in everyday play. To be able to count confidently up to 10 and later beyond. To recognise patterns within those numbers, recognising and counting marks and objects up to 5, measuring and comparing everyday objects. To begin to know the basics of adding and subtracting and concepts such as bigger, smaller, under and on. To
have a sense of space, shape and measure, spot connections and patterns and share my findings. 

Understanding the World

To become a keen explorer who investigates and challenges with an inquisitive mind using a wide range of vocabulary, tools and resources. To observe, remember, explain, predict and not be afraid to try. To be able to cope and bounce back if it doesn’t work and try again. To learn about my community, the wider wonderful world, and the people in it. To know my place in the world
and celebrate festivals and traditions.

Expressive Arts and Design

To express myself in a variety of expressive ways, using a wide range of media, materials, ideas, experiences to make artistic creations. To develop an artistic and cultural awareness that will support my imagination and creativity. To engage in role play and small world play. To experience music and movement, recognise rhythm, and begin to play musical instruments loudly, softly,
slowly, fast. To develop a love of dance through musical theatre. 

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Whytebeams Wishes For Children

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In addition to the statutory and non-statutory guidance, our staff have together created core value and life skills we wish all children to have and experience during their time with us. These include;

Feeling safe, supported and settled, having a good level of emotional and physical well-being, happiness, being able to listen, gain independence and self-confidence, having a sense of self, be able to use their own voice and communicate their needs and thoughts in various ways, make choices, share ideas, knowing our rules and boundaries, using good manners, sharing, showing kindness and respect towards others as well as to themselves, have a sense of community and knowledge of the world we live in, to love and respect nature, spend time outside, accepting difference in our world, to be tolerant and have self-respect, know how to keep safe and healthy, build and manage friendships, cope with and manage conflict, tolerate delay, dressing and undressing independently, resilience, being willing to have a go, set and achieve goals, assess and take risks, deal with disappointment, manage overwhelm and strong emotions, show spirit, to think critically and try to solve problems, to be curious and explore, be involved and focused, to be creative, use IT safely, have a good level of maths and literacy, to love books and reading, to love music and movement and physical activity, to be creative find patterns and make links through repeated experiences, reinforce knowledge, build on experiences, show pride in achievements, look for WOW moments in life and celebrate success!.

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TEACHING

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How we put this into practice and how we are going to teach our children - Pedagogy 

We provide an enabling environment with rich, creative learning opportunities, resources and routines, where children are supported by dedicated, experienced and caring staff, ensuring effective high quality teaching.

Enabling Environment and Routines 

Our daily routine provides a wonderful mix of adult lead and child lead activities which encourage children to be independent and develop their own thinking. Play takes place inside and outside, offering children choices whilst providing structure and routines that help them feel secure and scaffold their learning. Group activities such as registration, circle time, snack time, lunchtime and going home time allow children to learn our routines and boundaries, to sit and listen to others, take turns and develop a sense of belonging. Coming together as a group builds an inclusive sense of community. Our unique active maths and literacy sessions allow children to absorb and build essential knowledge through active learning. Our free flow environment and wide range of child lead activities allow children the freedom to make choices, self-select resources and explore at their own level providing a winning combination. 

 

Carefully thought out learning opportunities that support children’s interests

Every activity and opportunity is planned and carefully thought out with learning intentions based on the EYFS and children’s interests. Sometimes the intention is just to be free and have fun. There is a good balance of adult led and child initiated learning for a holistic approach.

 

Positive Relationships and Modelling Behaviour 

Staff will teach and implement learning by providing a safe and secure environment and build warm, caring, positive relationships with children. This enables our staff to know and understand children well, support their individual needs and plan for their development. Staff will model positive behaviour and use a wide range of language to help children learn what is expected.

 

ACHIEVEMENT

Our aim is for all children to make good progress from their individual starting point and ideally to reach the Birth to 5 goals for their development stage. We assess the effectiveness of our curriculum by regularly monitoring the children’s development and progress and reflecting on how each planning period or activity went. Staff will support and observe children during activities, learn what they can do and build on this by encouraging them to develop their thinking and learning. This will happen in our daily routine and activities, during small group work, circle time and dedicated key worker time. At regular intervals staff will evaluate progress and assess whether the children are where they expect them to be for their age and respond accordingly.
All children are unique and will be treated equally, and as individuals.

 

Staff will discuss children’s progress with a manager during regular supervision and as required. Our management team monitor individual children’s progress as well as by cohort/year group and the group as a whole. Together the team will ensure that all children’s needs are met. Our reflective practice allows us to evaluate the effectiveness of our curriculum, celebrate its successes and make changes where needed to ensure best practice.

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OFSTED

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We are registered with OFSTED and work within their guidance. We are proud to be rated ‘Good’ by Ofsted and our report at our previous location can be viewed online at : View Ofsted report.

We are awaiting an inspection in our new location and this is our registration page.
https://reports.ofsted.gov.uk/provider/16/2870045