Our Vision

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.

 

AIMS & OBJECTIVES

 

To provide a safe, caring, inclusive and diverse, free flow environment

To provide dedicated, caring staff who build secure bonds with children and families

To support children and families through strong pastoral care and holistic family centred approach

To work in partnership with parents and use their knowledge to support children’s learning and development.

To provide children with opportunities to meet and socialise with other children and adults and learn to work in harmony with others.

To provide rich and broad learning opportunities based on the EYFS (Early Years Foundation Stage) alongside quality resources both inside and out

To provide a challenging and stimulating curriculum that can be adapted to the needs of the group.

To respect children as individuals, supporting them to build on what they already know and can do with caring adults close by for support

Ensure children gain new experiences outside their own immediate family and learn the joy of discovery and wonder of the world

To provide opportunities that encourage children to feel confident about who they are and help them recognise who they want to be, knowing their place in the world

To support and encourage children in all areas of learning and development as well as teach independence and key skills for life

To establish a child’s unique starting point, then monitor and plan for their growth

To work alongside other healthcare professionals to best support children’s needs and learning differences. To ensure safeguarding policies and procedures are strictly upheld and enforce the message that ‘safeguarding is everyone’s responsibility.’

To maintain the required adult to child ratios during all activities

To prepare children for school or their next setting

 

STATEMENT OF EDUCATIONAL INTENT

 

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.

 

We support all children’s education at Whytebeams by:

 

Spending quality time with children in a variety of scenarios, getting to know them well and building bonds that encourage trust and a feeling of safety.

Helping children develop self-esteem and confidence, ensuring that they have a strong sense of belonging where every child is valued and respected.

Encouraging parental input by building a positive partnership with parents/carers.

Planning and providing a rich and varied play-based curriculum, which encourages curiosity and provides challenges.

Providing comprehensive planning based on the needs of children and the goals of the Early Years Foundation Stage guidance, ensuring the curriculum meets every child’s individual needs.

Developing children’s communication skills so they gain independence and learn to express their thoughts and feelings appropriately.

Providing opportunities for children to think critically and be active and creative learners

Enabling children to build on their abilities and skills, and provide opportunities to extend or support learning, so children can achieve beyond what is expected.

Providing a comprehensive range of resources that provide learning opportunities in all areas of the Early Years Foundation Stage and reflect a positive awareness of diversity.

Having a flexible approach so learning can be easily adapted to meet children’s individual needs, allowing all to participate.

Providing a balance of adult led and free choice, child-initiated activities delivered through indoor and outdoor play.

Providing opportunities for children to develop and use their home language in play and learning. Valuing linguistic diversity and respecting each child’s cultural background.

Assessing and reviewing the curriculum and planning to ensure we are reaching our goals.

 

The EYFS (Early Years Foundation Stage)

 

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

 

A Unique Child

Positive Relationships

Enabling Environments

Learning & Development

 

More information can be found at https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file /974907/EYFS_framework_-_March_2021.pdf

 

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

 

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:

Personal, Social and Emotional Development.

Communication and Language.

Physical Development.

 

The four specific areas are:

 

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

The Characteristics of Effective Learning

Playing and exploring

Active learning

Creating and thinking critically.

 

The Seven Areas Of Learning Through a Child’s Eyes

 

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.

 

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.

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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 the core value and 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, being able to use their own voice and communicating their needs in various ways, knowing our rules and boundaries, using good manners, sharing, showing kindness and respect towards others, have a sense of community and knowledge of the world we live in, accepting difference in our world, building and managing friendships, cope with and manage conflict, dressing and undressing independently, resilience, being willing to have a go, assess and take risks, deal with disappointment, celebrate success, show spirit, be able to solve problems, find patterns and make links, repeat experiences, reinforce knowledge, show pride in achievements and celebrate success.

 

OFSTED

 

We are registered with OFSTED and work with their guidance. Our report can be viewed online at https://reports.ofsted.gov.uk/

 

HOW WE ACHIEVE OUR AIMS

 

We use OFSTED’s cycle ‘INTENT, IMPLEMENT, IMPACT’

 

INTENT - What outcomes do we want for children?

 

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 and Development Matters guidance. All children are unique and develop at different levels. 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 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. This is at the centre of all we do as we see this as the foundation of children’s success.

 

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

 

We create a curriculum that aims to teach children our core values and skills within the 7 areas of learning in the EYFS. We provide an enabling environment with resources, routines, and activities with dedicated, caring staff to enable this.

 

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 and children have a choice but also learn when routine is necessary. 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. Our unique 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.

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Positive Relationships and Modelling Behaviour

 

Staff will 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.

 

Curriculum, Planning Learning & Language

 

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 Staff take turns in pairs to plan for the 2 week period and create activities that will teach all 7 areas of learning as well as our core skills and values and any special events and celebrations. Planning is also linked to children’s interests. The focus of each and every activity will be on early language where staff will model language, provide a narrative and encourage children to speak and participate. This method allows children weekly access to all areas of learning. At the end of the 2 weeks staff will reflect on the effectiveness of their planning, their success or how activities can be improved to help us better our practice.

 

IMPACT

 

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 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 impact of our curriculum, celebrate its successes and make changes where needed to ensure best practice

 

To support each child’s individual learning, we have a process of

 

 

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Observation The Child Planning Assessme nt Each term we follow a pattern of Observation Assessment and Planning. During a child’s first month with us we establish their development starting point (base line assessment). Staff do this by spending quality time with their key children and observing them in the learning environment then using the Birth to 5 Matters guidance to determine which development stage the child is at upon entry. Keyworkers write a ‘long observation report’ where your child’s learning and progress will be detailed and assessed using the Birth To 5 Matters Guidance.

 

Our tiered learning environment and curriculum should then support children to make progress at their own level as they pick up skills and gain new experiences. Staff will support children and build on their strengths whilst identifying areas to work towards until the next observation period begins. Then children’s development will be assessed again to gain perspective on their progress.

 

Observation and Assessment happens at key stages through the term in the months of September, December, March and June. Observations and assessments are sent to parents via Tapestry at the end of these months along with the age range their child is currently at what they are working towards.

 

What happens when children aren’t making expected progress?

 

If children haven’t made the progress usually expected, then extra support may be given within the nursery day and reasonable adjustments will be made. This may include small group work, short 1-1 time with an adult where ratios allow, or alternate resources matched to the child’s ability. If this has no positive impact, then we may ask to speak with you and invite you to speak with our Special Educational Needs Coordinators (SENCO’s). A support plan or SEND file may be created and shared with you to best support your child.

 

What happens when children exceed expectations?

 

If children are making progress beyond that which is expected, then opportunities will be provided to challenge and stretch them at their individual level through small group work, short 1-1 time with an adult or by extending the goals of regular activities.

 

2 Year Old Progress check

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At around 27 months and before 36 months, we are required to make a statutory assessment of children’s development if this hasn’t already been done by your health visitor. We may ask to see your child’s red NHS healthcare book if your child joins us before they turn 3 to see if this has been done. We may also ask permission to speak to your health visiting team too as best practice and a good working partnership. Your child’s progress check will be completed by their keyworker and uploaded to Tapestry.

 

TAPESTRY

 

We use a software package called TAPESTRY which allows us to generate a secure online record of your child’s Learning Journey. This includes observations, notes, photographs, assessments and celebrations, sharing what we are working towards with your child too. Each time additions are made to the Learning Journey, they are sent by email to parents for a live update. Parents can expect a weekly update and 4 in depth long observations as well as special observations such as a child’s first lunch or birthday. Parents and carers can view their child’s records online and in real time as well as contribute to it, making sharing information easier and more holistic. When a child leaves Whytebeams parents are sent a link to download the journey and keep. It will also be forwarded to the next setting or school if they use TAPESTRY.

 

Tapestry Journals can only be accessed by staff and parents who have given us permission to create an account using their email. All information collected via Tapestry will be confidential in the workplace and may be shared with your consent with other professionals in the child’s life or their next school or setting for the purpose of best supporting their development and learning. Any information given to the setting by parents or outside agencies will be shared with other staff members on a need – to - know basis.

 

Within Tapestry there are other reports and documents stored such as a termly general welfare log, comments from parents, carers and other professionals and an attendance log, if this is of concern. Safeguarding and medical records will be stored on paper in a locked filing cabinet and not via Tapestry. They are kept securely in accordance with our privacy policy and GDPR regulations. Parents may ask to see their child’s record at any time. It is our statutory duty of the EYFS to pass a child’s record on to the next setting.

 

TAPESTRY SECURITY

 

The data is saved in a Cloud server to keep the information safe. No information gathered is stored on the iPad or laptops we use. All our iPads and laptops are password protected and have an auto lock activated. iPads and laptops are kept in a locked cupboard when the setting is closed. The system is only accessible only to staff members via a secure login and password. Parents create their own secure login and password via TAPESTRY which is for their sole use and must not be shared with anyone else. Learning Journeys are confidential within the staff group and are always available for the parent or child. We ask that photos parents receive via TAPESTRY are not saved to parent’s phones or tablets and must never be put on any social media sites for the safeguarding of all children.