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Welcome to Tiny Tigers Early Years foundation stage. The following page will explain how we deliver the Early Years Goals National Curriculum to our children.
What is the foundation stage ?
The foundation stage is the first stage of the national curriculum. It focuses on the needs of pre-school children aged 3 to the end of reception class at primary school. We are inspected and accredited by OFSTED (Office For Standards in Teaching and Education). This means that we operate the nursery Government Grant Voucher Scheme and we pass this on to you in the form of a discount for qualifying children aged 3-5 years. From birth to 5 years children grow, develop and learn rapidly. We, at Tiny Tigers receive on-going training in the planning and implementation of the foundation stage. We are dedicated to making sure your child receives the best possible early years education. There are six areas covered by the early learning goals and educational programmes:-
Personal, social and emotional development
Communication, language and literacy
Knowledge and understanding of the World
Problem solving, reasoning & numeracy development
Creative Development
Physical development
By Observations these areas of learning are carefully planned for your individual child. By incorporating on your child’s interest into activities that are both adult led and child-initiated supports well balanced approach for your child’s development.
Each learning area above has early learning goals. By the end of the foundation stage most children are expected to be working towards or have reached these goals.
Children will be at different stages of progress towards these goals depending on their age and stage of development. With careful planning, observation, reviews, training and appropriate input from parents and specialised childcare staff if necessary we can make sure that individual needs are catered for.
Planning
Well-planned play is a key way in which young children learn with enjoyment and challenge. We provide many activities and experiences so that children can explore the world around them and learn through their play.
Many of these experiences can be gained from our day to day child lead activities for example:-
• Settling in to nursery
• Circle time /sharing experiences
• Story and singing time / music & movement
• Healthy, nutritional meals and snacks
• Washing and teeth brushing etc
At Tiny Tigers the skills learnt from the Early Learning Goals can be taught across every activity in the nursery, and by the end of the early year foundation stage your child would have covered the following:- |
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Personal, social and emotional development
Your child will be given experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn.
Continue to be interested, excited and motivated to learn.
Be confident to try new activities, initiate ideas and speak in a familiar group.
Respond to significant experiences, showing a range of feelings when appropriate.
Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others.
Have a developing respect for their own cultures and beliefs and those of other people.
Form good relationships with adults and peers.
Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.
Understand what is right, what is wrong and why.
Consider the consequences of their words and actions for themselves and others..
Dress and undress independently and manage their own personal hygiene.
Select and use activities and resources independently.
Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.
Understand that they can expect others to treat their needs, views, cultures and beliefs with respect.
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Communication, language and literacy
At Tiny Tigers your childs learning and competence in communicating, speaking & listening, being read to and beginning to read and write will be supported and extended. Through your childs interest we will provide opportunity and encourage them to use their skills in a range of situations.
By the end of the early year’s foundation stage your child should:-
Interact with others, negotiating plans and activities and taking turns in conversation.
Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning.
Sustain attentive listening, responding to what they have heard with relevant comments, questions and actions.
Listen with enjoyment, and respond to stories, songs, and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.
Extend their vocabulary, exploring the meanings and sounds of new words.
Speak clearly and audibly with confidence and control and show awareness of the listener
Use language to imagine and recreate roles and experiences.
Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
Hear and say sounds in words in the order in which they occur..
Link sounds to letters, naming and sounding the letters of the alphabet.
Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
Explore and experiment with sounds, words and texts.
Retell narratives in the correct sequence, drawing on language patterns of stories.
Read a range of familiar and common words and simple sentences independently.
Know that print carries meaning and, in English, is read from left to right and top to bottom.
Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.
Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.
Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.
Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
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Knowledge and understanding of the world
In this area of learning, children are developing the crucial knowledge, skills and understanding that helps them make sense of the world around them. This forms the early learning goals for later work in science, design and technology, geography and ICT. We plan to give these experiences through: Activities based on their interests and first-hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking, decision making, discussion, under practical experiments and work with a range of materials..
Investigate objects and materials by using all of their senses as appropriate.
Find out about, and identify, some features of living things, objects and events they observe.
Look closely at similarities, differences, patterns and change.
Ask questions about why things happen and how things work.
Build ad construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary.
Select the tools and techniques they need to shape, assemble and join materials they are using.
Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning.
Find out about past and present events in their own lives, and in those of their families and other people they know..
Observe, find out about and identify features in the place they live ad the natural world.
Find out about their environment, and talk about those features they like and dislike.
Begin to know about their own cultures and beliefs and those of other people.
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Problem Solving, Reasoning and Numeracy
We support our children in developing their understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practice and talk about their developing understanding.
This area of learning includes sorting, counting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shape, space and measures.
Say and use number names in order in familiar contexts.
Count reliably up to ten everyday objects.
Recognise numerals 1 to 9.
Use developing mathematical ideas and methods to solve practical problems.
In practical activities ad discussion, begin to use the vocabulary involved in adding and subtracting.
Use language such as ‘more’ or ‘less’ to compare two numbers.
Find one more or one less than a number from one to ten.
Begin to relate addition to combining two groups of objects and subtraction to ‘taking away’.
Use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities.
Talk about, recognise and recreate simple patterns.
Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes.
Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes. |
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Creative development
Being creative enables children to make connections between one area of learning and another. This area of learning includes art, music, movement, dance, role play and imaginative play, mathematics and design technology:
Respond in a variety of ways to what they see, hear, smell, touch and feel.
Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.
Explore colour, texture, shape, form and space in two or three dimensions.
Recognise and explore how sounds can be changed, sing simple songs from memory recognise repeated sounds and sound patterns.
Use their imagination in art and design, music, dance, imaginative and role-play and stories.
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Parents role
We aim to share information about your child’s interests, strengths and needs. We can then plan experiences and activities that will capture their interests and fire their imagination and enthusiasm.
Through open evenings, parents evenings and informal discussions we can work together to ensure your children receive the best possible early year’s education. |
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