Our curriculum brings together the seven areas of learning in the Early Years Foundation Stage. These areas are closely connected: one rich play experience can support several aspects of a child’s development.

Personal, social and emotional development

Building secure relationships, recognising feelings, developing confidence and learning to play and cooperate with others.

Communication and language

Developing attention, understanding and communication through responsive conversations, stories, songs and shared experiences.

Physical development

Developing balance, coordination, strength and control, alongside the smaller movements needed to handle tools and materials and manage everyday tasks.

Literacy

Enjoying books, stories, songs and rhymes; exploring sounds and meaning; and developing an interest in drawing, mark-making and writing.

Mathematics

Exploring number, quantity, shape, pattern, space and measure through play, practical experiences and everyday conversations.

Understanding the world

Finding out about people, communities and the natural world through exploration, observation, celebrations and visits.

Expressive arts and design

Exploring materials, music, movement and imaginative play, and finding different ways to express ideas and feelings.

Throughout the day, we help children practise the skills that support future learning and everyday life. These include communicating their needs and ideas, sharing attention, building relationships, managing feelings with support, moving confidently and becoming more independent.

These foundations develop through meaningful experiences. Sharing a story encourages attention and conversation. Building together involves coordination, cooperation and problem-solving. Getting ready to play outdoors gives children opportunities to practise self-care and independence.

Adults recognise these learning opportunities and help children take the next step from what they can already do.

Play gives children opportunities to explore ideas, practise skills and make sense of their experiences. Our adults take an active role: they observe, join in sensitively, model language and skills, and introduce new possibilities.

Sometimes an adult leads an activity or teaches a particular skill. At other times, the learning grows from something a child notices, asks or chooses to explore.

We also use sustained shared thinking. This means adults and children thinking together: wondering why something happens, working through a problem or developing an idea. Adults give children time to contribute and help them extend their thinking.

Our curriculum is progressive. We provide opportunities to revisit learning, practise what is new and build greater confidence and understanding over time.

Outdoor learning is an important part of our curriculum throughout the year. Children explore the natural world, notice changes, develop physical skills and encounter new challenges.

Forest School, outings and experiences in the local community broaden children’s understanding of the world. They provide real things to notice, talk about, investigate and remember.

Music, movement, yoga and creative activities also offer opportunities for children to express themselves, develop coordination and enjoy learning together.

We welcome and value every child. Our teaching responds to different strengths, starting points and needs so that children can participate, make progress and experience success.

Where a child needs additional support, we work with their family and, where appropriate, professionals such as speech and language therapists and occupational therapists. We adapt experiences and plan individual support around the child.

We celebrate the languages and experiences children bring from home. Families help us understand their child and make nursery a place where they feel recognised and included.

Staff observe children during play, everyday routines and group activities. These observations help us understand what children know and can do, recognise their progress and decide what to teach next.

During a child’s focus assessment period, we invite families to share observations from home. Termly meetings provide opportunities to discuss progress together, with written reviews in the autumn and summer terms.

When children move on to school, we share transition information with their family and receiving school to support their next stage of learning.

Your child’s key person is also available to talk about achievements, questions or concerns throughout the year.

You know your child best. What you tell us about their interests, experiences and learning at home helps us plan for them at nursery.

Sharing books, singing songs, talking during everyday routines and exploring the local area all offer valuable opportunities to learn together. We share ideas and updates to help families feel involved in their child’s learning.