Dizzy Ducklings aim is to create a learning environment and build relationships which support, enhance, and invite a child's curiosity, confidence, and individual competency to flourish regardless of backgrounds, circumstances or needs. We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential. It is our intent that children who enter our preschool begin their lifelong learning journey by developing physically, verbally, cognitively, and emotionally whilst also embedding a positive attitude to life and a love of learning.

We focus on our ethos Positive Praise and Progression daily

To ensure children make outstanding progress at Dizzy Ducklings preschool it is our intent to take into consideration their starting points and needs of our ducklings as they begin their learning journey. Every child has access to a wide variety of toys, resources and experiences of the curriculum which prepares them for now and for the future moving onto school. Following personal interests and individual needs, allows us to plan and provide opportunities throughout our EYFS curriculum to support learning and development and achieve their next steps.

Our EYFS curriculum aims to enable our children to be:

Competent and creative learners, who are curious about the world around them.

Secure and confident, who enjoy coming to preschool and seeing friends, familiar faces and having a sense of belonging

Skilful communicators, who connect with others through language, songs and play, ensuring that they play in a vocab rich environment.

It is our intent to ensure that all children will receive the teaching of early reading spending quality time to share the love of books.

Implement:

Dizzy Ducklings follow the Early Years Foundation Stage framework. This is made up of Seven key features of effective practice which our early year's education is based upon:

• The best for every child All children deserve to have an equal chance of success. ...

•High-quality care. The child’s experience must always be central to the thinking of every practitioner. ...

• The curriculum: what we want children to learn ...

• Pedagogy: helping children to learn ...

• Assessment: checking what children have learnt ...

•Self-regulation and executive function

•Partnership with Parents

The curriculum provides a play-based and experiential learning environment, combined with focussed teaching and basic skills, to ensure children make rapid progress before moving onto school.

The children are provided with opportunities accessible in our indoor and outdoor provision daily. They engage in planned, focussed activities as well as self-initiated and free flow activities. The learning experiences within our Early Years are linked to the seven areas of learning and development within the EYFS. These areas are split into three prime areas and four specific areas. The three prime areas are those which the children should develop first and are considered most essential for the healthy development and future learning of our children. These include:

•Personal, Social and Emotional Development – involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

•Communication and Language – involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

•Physical Development – involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

As children grow and make progress in the prime areas, this will help them to naturally develop skills within the four specific areas. These are:

•Literacy – the early teaching of literacy involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials for example books, magazines, mark making and iPad (supervised ) to ignite their interest.

•Mathematics – the early teaching of mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers and matching and describing shapes, spaces, and measures.

•Understanding the World – this involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

•Expressive Arts and Design – this involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Children benefit from meaningful learning across the curriculum and Practitioners plan resourcefully for opportunities for communication, sustained shared thinking and physical challenge to build on existing skills taking into account the Characteristics of Effective Learning.

Rich first hand experiences (inside, outdoors, visitors and environmental walks) to widen experiences, awe and wonderment. Exploratory learning and thinking creatively including problem solving across all areas of learning. New vocabulary and concepts through reading to the children will excite and engage all children which includes staff modelling standard English and asking high quality questions.

Curriculum will promote and support children's emotional security and development of their character enabling children to take risks in a safe and secure environment. Supporting children to be active and to develop physically including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others. We promote kind sharing hands and feet for walking safely inside.

Impact:

The experiences of the activity will be revisited and demonstrated through interaction in play. Our children will grow to be confident, keen to learn more and share with friends and family.

The children at Dizzy Ducklings will experience a smooth transition between us and moving up to school. Transition meetings and communication with the feeder schools ensure the children have a positive move up to school with solid foundation of learning of which to build upon.

We use learning Tapestry learning journals throughout their time at preschool. These are shared with parents throug- out their child time with us. We value the child’s and parents voice throughout their time. When transitioning to school these journals are shared and sent with the child as they continue to follow the EYFS in reception.

As a team, we carry out ongoing observations and complete termly reports on the child. Meeting with the Manager and Parents to celebrate achievements and share any concerns we might have. Assessments and planning for the next steps are discussed at parent meetings so together the child’s learning can be consistent from home to preschool. Next steps planning will be incorporated with the child interests and characteristics of effective learning.

By monitoring assessment procedures regularly, we can effectively demonstrate what learning is taking place and how each child is progressing in all seven areas of the EYFS curriculum.

Dizzy Ducklings Work with appropriate professionals if required to support a child for example SALT (Speech and language therapy) Health visitors to ensure the correct strategies are implemented so each child can fulfil their full potential.

Managers and Practitioners continue to develop their own development by attending regular meetings and training courses. This ensures that we provide a high level of teaching at Dizzy Ducklings preschool.