LEARNING
CURRICULUM
Further The Windmill Pre-School is committed to making the Early Years experience fun and positive both for children and parents. Each child is encouraged to reach his/her full potential as an individual. We believe this to be achievable by providing a happy and contented atmosphere that fosters self-confidence, independent thought and consideration for others, as well as encouraging an enquiring mind. We offer a balanced curriculum of activities, promoting the development of the child’s concentration, emotional, social, physical and intellectual abilities. Particular emphasis is placed on encouraging children’s oral and listening skills, as well as individual expressions through Expressive Art and Design. The work brought home by children from the Windmill Pre-School will be their own interpretations, not those of the staff.
As part of the Pre-School provisions for children in Brill, we believe in the necessity of group play for local children from the age of 2 years and onwards. We also recognise the importance of equality of opportunities in the provision and standard of Pre-School education, regardless of the child’s gender, race, culture, religion or special needs.
Class two introduce the letter and sounds programme into their daily routine. Letters and sounds is a programme which introduces children to pre phonics and letter recognition. Brill school currently uses this system, and the reception teacher has worked with us to discuss how the school implement it there. This will help enable a smooth transition for the children to school.
In the moment planning
Windmill Pre-School uses ‘In the moment planning’, we do not plan for themes throughout the year or in advance. This ensures that the child is at the centre of what we do. We work this way because high-level involvement occurs in child-initiated activity. We have focus children rather than focus activities.
This system allows us to work in partnership with you, we ask you as parents and carers to please support us in this.
The parents/carer’s role
If your child is due to be a ‘focus child’ we will give you a planning for child’s learning journey sheet to fill in the week before. We value the knowledge you have of your child and would really appreciate it if you would share with us anything significant happening in your child’s life. This helps us to provide learning opportunities to meet your child’s needs. We also ask for 5 recent photographs that we can share with the children and help us to find out more about their lives outside of Pre-School.
Adding observations to Tapestry
It is really helpful for us to see what your child is doing at home. Adding observations to Tapestry is one way you can share information with us. Please see the attached YouTube guide on how to add an observation to Tapestry.
https://youtu.be/espJ96TJHV8
Learning journey sheet
Observations and teachable moments that occur are recorded on the learning journeys for the focus children. Children are usually focus children once a term.
The sheet is blank at the start of the week. They are gradually filled up over a week or two with teachable moments. All adults contribute to these sheets and when possible, photos are added. The symbol “T” indicates “adult”. Adult input is underlined and children’s language is highlighted.
In the top left hand box of the sheet we record information from you. In the top right hand box we record the areas of learning that have been evidenced, if observations are inside or outside and if any of the characteristics of effective learning have been seen.
In the bottom right hand box we identify areas for future focus (next steps), these are suggestions for you to try at home and for us to support your child with in the setting.
Your child’s key Person will share the learning journey sheet with you when it is complete.
What happens when children are not focus children?
In addition, “Wow” moments are recorded for all children in every session, as and when they occur. Wow moments are observations that link to the areas of learning. These are then added to the children’s learning journeys.
We work in this way because ...
“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will always be alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”
Progress and Development
When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active. High level involvement occurs most often when children are able to pursue their own interests in an enabling environment supported by skilled staff. Planning in the moment helps to make this possible.
The Role of The Adult
The adults are there to facilitate learning. They do this through observations and interactions.
Our adults know the children very well and have a sound understanding of child development. This ensures that the adults enhance and extend the learning at the appropriate level.
The adult goes to the child. The child is NOT called to come to the adult.
Helicopter stories
The staff team scribe stories narrated by the children (in the child's exact words); these stories are then acted out on the stage.
In today’s digital age, how often do our children see adults write? Perhaps for a shopping list, or a scribbled note, or to record an observation. In Helicopter Stories, the thing that is most precious to the child, their story, is written as they watch. They witness first-hand how writing captures their words and perceive how ingenious mark making is. Often, they become self-motivated and find their own way to explore the connection between the spoken and the written word that is such a vital part of early literacy.
Poetry basket
Class 2 follow the poetry basket, teaching the children poems and actions throughout the year. “The best poetry says something that lasts. It leaves a footprint deep in the earth of what it means to be human.” – Morag Styles, Professor of Children’s Poetry at the University of Cambridge.
Woodwork
Class 2 offer real wood work sessions at a ratio of two children to one adult. To find out more about the benefits of wood work, please click on the following link Introducing woodwork in the early years (communityplaythings.co.uk).
Forest School
Both classes attend Forest School, this is in a small woodland area located behind the Class 2 garden.
The Curiosity Approach
We have started our journey to gain the curiosity approach accreditation. Further information can be found here Parents (thecuriosityapproach.com)
Learning at home together cards:
earlyyears.buckscc.gov.uk/latest-news/learning-at-home/
As part of the Pre-School provisions for children in Brill, we believe in the necessity of group play for local children from the age of 2 years and onwards. We also recognise the importance of equality of opportunities in the provision and standard of Pre-School education, regardless of the child’s gender, race, culture, religion or special needs.
Class two introduce the letter and sounds programme into their daily routine. Letters and sounds is a programme which introduces children to pre phonics and letter recognition. Brill school currently uses this system, and the reception teacher has worked with us to discuss how the school implement it there. This will help enable a smooth transition for the children to school.
In the moment planning
Windmill Pre-School uses ‘In the moment planning’, we do not plan for themes throughout the year or in advance. This ensures that the child is at the centre of what we do. We work this way because high-level involvement occurs in child-initiated activity. We have focus children rather than focus activities.
This system allows us to work in partnership with you, we ask you as parents and carers to please support us in this.
The parents/carer’s role
If your child is due to be a ‘focus child’ we will give you a planning for child’s learning journey sheet to fill in the week before. We value the knowledge you have of your child and would really appreciate it if you would share with us anything significant happening in your child’s life. This helps us to provide learning opportunities to meet your child’s needs. We also ask for 5 recent photographs that we can share with the children and help us to find out more about their lives outside of Pre-School.
Adding observations to Tapestry
It is really helpful for us to see what your child is doing at home. Adding observations to Tapestry is one way you can share information with us. Please see the attached YouTube guide on how to add an observation to Tapestry.
https://youtu.be/espJ96TJHV8
Learning journey sheet
Observations and teachable moments that occur are recorded on the learning journeys for the focus children. Children are usually focus children once a term.
The sheet is blank at the start of the week. They are gradually filled up over a week or two with teachable moments. All adults contribute to these sheets and when possible, photos are added. The symbol “T” indicates “adult”. Adult input is underlined and children’s language is highlighted.
In the top left hand box of the sheet we record information from you. In the top right hand box we record the areas of learning that have been evidenced, if observations are inside or outside and if any of the characteristics of effective learning have been seen.
In the bottom right hand box we identify areas for future focus (next steps), these are suggestions for you to try at home and for us to support your child with in the setting.
Your child’s key Person will share the learning journey sheet with you when it is complete.
What happens when children are not focus children?
In addition, “Wow” moments are recorded for all children in every session, as and when they occur. Wow moments are observations that link to the areas of learning. These are then added to the children’s learning journeys.
We work in this way because ...
“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will always be alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”
Progress and Development
When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active. High level involvement occurs most often when children are able to pursue their own interests in an enabling environment supported by skilled staff. Planning in the moment helps to make this possible.
The Role of The Adult
The adults are there to facilitate learning. They do this through observations and interactions.
Our adults know the children very well and have a sound understanding of child development. This ensures that the adults enhance and extend the learning at the appropriate level.
The adult goes to the child. The child is NOT called to come to the adult.
Helicopter stories
The staff team scribe stories narrated by the children (in the child's exact words); these stories are then acted out on the stage.
In today’s digital age, how often do our children see adults write? Perhaps for a shopping list, or a scribbled note, or to record an observation. In Helicopter Stories, the thing that is most precious to the child, their story, is written as they watch. They witness first-hand how writing captures their words and perceive how ingenious mark making is. Often, they become self-motivated and find their own way to explore the connection between the spoken and the written word that is such a vital part of early literacy.
Poetry basket
Class 2 follow the poetry basket, teaching the children poems and actions throughout the year. “The best poetry says something that lasts. It leaves a footprint deep in the earth of what it means to be human.” – Morag Styles, Professor of Children’s Poetry at the University of Cambridge.
Woodwork
Class 2 offer real wood work sessions at a ratio of two children to one adult. To find out more about the benefits of wood work, please click on the following link Introducing woodwork in the early years (communityplaythings.co.uk).
Forest School
Both classes attend Forest School, this is in a small woodland area located behind the Class 2 garden.
The Curiosity Approach
We have started our journey to gain the curiosity approach accreditation. Further information can be found here Parents (thecuriosityapproach.com)
Learning at home together cards:
earlyyears.buckscc.gov.uk/latest-news/learning-at-home/
