Curriculam Policy

About Our Curriculum Policy

At Little Companions the curriculum provided to the children follows the Early years Foundation Stage (EYFS) as implemented by the government in September 2008 for the birth to five years age range and since then has been reviewed for a newly developed EYFS starting implementation in September 2012. We work in establishing the EYFS with the child’s individual interests and backgrounds paramount when catering for the unique child.

The 7 key areas in learning as defined by the EYFS are as follows:-

  • 1. Communication and language
  • 2. Understanding of the world
  • 3. Physical development
  • 4. Literacy
  • 5. Personal, social and emotional development (PSED)
  • 6. Mathematics
  • 7. Expressive arts and design

  • Within these 7 key areas, 3 have been highlighted as 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 are known as the prime areas. These are:

  • 1. Communication and language
  • 2. Physical development
  • 3. Personal, social and emotional development

  • Within the 7 Key areas practitioners will apply a holistic approach to learning so children can appreciate their sense of belonging and identity as they develop. We will ensure children of all backgrounds are catered for and allow children to maintain a mutual respect for varying cultures and faiths.

    At Little Companions we encourage children to develop in these areas through play and close interaction with the stimulating environment provided for them. There are specific times during the daily routine allocated for planned structured activity and circle times where the children will interact with the nursery practitioners in activities both adult and child initiated. The nursery staff aid the children in developing their learning through supporting and scaffolding their knowledge and skills in order to reach their next stage of development.

    Each child’s learning is monitored individually through observations allowing for any child with special educational needs and English as additional language to be catered for accordingly. The Special Educational Needs Coordinator (SENCO) of the setting and child’s key worker will tailor the curriculum to suit the child’s developmental needs. In specialised cases the nursery will work closely with parents and outside professionals to provide the necessary support to the child’s learning.

    The nursery practitioners will provide feedback to parents/carers via daily reports, profiles and informal discussions. We value a close parent-practitioner partnership enabling staff to provide the most productive learning environment for the children. For further in depth information about the EYFS framework please refer to the parent’s notice board situated in the entrance of the nursery and/or visiting the Department of Education website and typing EYFS in the search engine.

    Extra elements, which may be added to the curriculum depending on interest Arabic for those who specify – this will be done in small groups, and will provide an introduction to this language working within the EYFS framework. A specialist teacher will provide the Arabic in a manner suitable for this young age range Physical structured activities for preschool age with specialist practitioners (dependent on interest and availability).