Our curriculum follows the Early Years Foundation Stage, entwined with our Montessori ethos, where planning is based on the children’s interests and areas for progression in their learning and development. The Early Learning Goals are what most children are expected to achieve by the end of reception class at school.
Within the framework of the Early Years Foundation Stage there are seven areas of development which are important in their own right and inter-connected with one another. The ‘prime’ areas are the primary focus for our under 2’s age groups, as they are crucial for igniting children’s curiosity, enthusiasm and capacity for learning and forming relationships. These include:
- Communication and Language;
- Physical Development; and
- Personal, Social and Emotional Development.
Further to this, we support children in our over 2’s age groups in four ‘specific’ areas, through which the three prime areas are strengthened and applied. These include:
- Understanding the World; and
- Expressive Arts and Design.
This approach and framework will facilitate a smoother transition from preschool to school.
Languages such as Spanish, or languages spoken at home with children who have English as an additional language, is introduced into the pre-school curriculum.
Quiet time involves: story time, encouraging the children to discuss and use their listening skills.
Please refer to Daily Routines Examples.
Montessorri curriculum covers:
- Geography: learning about environments, cultures, land and weather patterns.
- Practical Life Skills: involves practical life exercises to improve coordination and fine motor skills.
- Mathematics: understanding of shape/size/weight, estimation, numeracy and computers.
- History: understanding time.
- Literacy: phonetics/ word building, vocabulary, grammar and story creation.
- Writing: letter patterns.
- Science: understanding materials and their properties by way of simple experiment.
- Biology: learning about oneself and nature.
- Social skills: learning about manners and good behaviour, caring for oneself and others, the environment and animals.
Creative play involves: art and craft activities, cooking and food from other cultures, understanding colours sound and movement, role-play, music and singing, physical exercise.
Educational play involves: exercises in coordination sorting/pairing, sounds and word building.
Outside play involves: physical exercise, imaginary play and gardening.
Walks are arranged to the local park, woods and places of attractions, or with facilities to follow up a particular topic and/or provide materials for a seasonal display or work. Permission from parents can be given by signing the permission box of the Admission Form.
Optional outings further afield will be arranged to places of interest during the year at an additional cost which will be advised in advance, with further permission required.
Festivals and Birthdays
Festivals are celebrated to support the children’s learning about other cultures. A small birthday party can be arranged on the date of the child’s birth date (or as close as possible to the date).
The children will be encouraged at an early age to be polite, well mannered, responsible and caring towards one another and towards their carers. Engendered within a Montessori philosophy is a commitment on the part of the carers to help the child strive for physical and intellectual independence, whilst maintaining a challenging and stimulating environment for the child. Social skills and caring for the environment are as much part of the curriculum as numeracy and literacy.
A child exhibiting frustration can be dealt with by changing their level of work activity. Where a child is causing undue interference or disruption to other children, the carer will help the child to choose another work activity. Where the child persists in their behaviour, the child will be taken to a quiet area of the nursery room and a quieter activity given to act as a calming measure.
Where a child has knowingly been misbehaving, their conduct will be clearly explained and the child will be set apart from the group for a short period of time before they are allowed to re-join in an activity again.
Under no circumstances will a child to be physically punished; and extreme vigilance on the part of the staff will ensure that no talk is subject to taunting, frightening or bullying behaviour from another child.
Please refer to our Behaviour Policy.
they share and take turns readily, respect each other and have superb manners.
They concentrate for long periods, showing great enthusiasm for learning”
- Ofsted 2016