Rexton House Nursery School

The School is now closed and is no longer trading


Overarching principles
  • Four guiding principles should shape practice in early years settings. These are:
  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • Children learn to be strong and independent through positive relationships;
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
  • Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
 
The EYFS learning and development requirements comprise:
 
  • The seven areas of learning and development and the educational programmes (described below);
  • The early learning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year; and
  • The assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers).
 
The Areas of Learning and Development:

All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.  These three areas, the prime areas, are:
  • Communication and language;
  • Physical development; 
  • Personal, social and emotional development.

Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
  • Literacy;
  • Mathematics;
  • Understanding the world; and
  • Expressive arts and design.
 
The Characteristics of Effective Teaching and Learning
 
  • •Playing and exploring - children investigate and experience things, and ‘have a go’;
  • Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
  • Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
 
The Early Learning Goals
 
The level of progress children should be expected to have attained by the end of the EYFS (the final term of the year in which a child reaches age 5, end of Reception)
 
The prime areas
 
Communication and language
Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
 
Physical development
Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
 
Personal, social and emotional development
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
 
The specific areas
 
Literacy
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
 
Mathematics
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
 
Understanding the world
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
 
Expressive arts and design
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
 

Staffing and Adult: Child Ratios
 
For children aged two Currently:
• there must be at least one member of staff for every four children;
• at least one member of staff must hold a full and relevant level 3 qualification; and
• at least half of all other staff must hold a full and relevant level 2 qualification.
 
For children aged three and over in registered early years provision operating between 8 am and 4pm where a person with Qualified Teacher Status, Early Years Professional Status or another suitable level 6 qualification (which is full and relevant) is working directly with the children:
• there must be at least one member of staff for every 13 children; and
• at least one other member of staff must hold a full and relevant level 3 qualification.
 
For children aged three and over at any time in registered early years provision operating outside the hours of 8 am and 4 pm, and between the hours of 8 am and 4 pm when a person with Qualified Teacher Status, Early Years Professional Status or another full and relevant level 6 qualification, is not working directly with the children:
• there must be at least one member of staff for every eight children;
• at least one member of staff must hold a full and relevant level 3 qualification;
• at least half of all other staff must hold a full and relevant level 2 qualification.
 
Government’s Proposed Changes to Ratios
With appropriately qualified staff.
 
2 year olds 1 Adult: 6 children.
 
3 and 4 year olds 1 Adult: 13 children.