The early years foundation stage (EYFS) sets standards for the learning, development and care of your child from birth to 5 years old. School House daycare and preschool is Ofsted registered. Ofsted guides the implementation of the (EYFS) ensuring quality and standards of provision. There are seven areas of learning that shape educational programmes in early years settings.
At School House all areas of learning and development are promoted through activities and experiences carefully planned by our experienced staff.
Emergent Curriculum is a way of planning based on the children's interests.
School House is passionate about implementing a “play based” curriculum. Play based learning provides children the opportunity to learn new concepts, including maths, science and literacy whilst participating in experiences they enjoy and that are meaningful to them. Play based learning does not mean that the children just do what they like all day.
There will be times when the children come together as a group where they will learn to listen to each other, share information, follow rules and partake in group activities. Play based activities don’t replace intentional teaching, rather complement and enhance it!
The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education, valuing the child as strong, capable and resilient; rich with wonder and knowledge.
This unique approach to education begins with a particular and strong image of children, adults, of education and of life, flowing from a set of guiding principles. These principles include:
At School House we’re inspired and take inspiration from the Reggio Emilia approach which informs our practice. Our Curriculum is respectful of children, their rights and their desire to learn. We also believe that every child brings with them a deep curiosity that drives their interest to understand their world and their place within it. Our goal is to embrace this curiosity, challenge each child’s thinking and facilitate their eagerness to learn and construct understanding.
Project based learning provides children with an opportunity to investigate and explore an area of interest. Materials used in the classrooms are intentionally selected and arranged. The materials have the power to provoke children’s exploration, curiosity, thinking, communication, problem-solving, creativity and sets the foundations for lifelong learning.
The Reggio Emilia approach values the environment as the third teacher and the detail and attention placed on each learning space to stimulate children’s imagination, creativity, exploration, discovery, engagement and sense of wonder.
Environments are centered around children’s interests with provocations that promote deeper thinking. We promote a safe, inspirational and innovative environment for children, which incorporates fulfilling learning opportunities. Our learning environments are inclusive and homely, allowing children to feel comfortable and secure, whilst also encouraging empathy, interest and the development of self-confidence.
We recognise the importance of working in partnership among families, educators and children. From the very beginning of care there are many valuable opportunities to build relationships and for educators to get to know each individual child, supporting their transition. Educators develop knowledge of the children and their potential. Educators at School House work in partnership with families to achieve common goals for their child. The goal is to set the highest expectations for children, generating opportunities for our families and educators to come together to advance all learning and development outcomes.
Alike in Reggio, School House recognise the importance of connecting with the wider community. Physically experiencing and entering the environments around our services are important and our teachers promote ongoing outings and excursions to local attractions such as parks, shops and local services.
Our educators document children’s conversations and representations, meeting regularly to use this documentation to interpret the children’s emerging interests and ideas, and to reflect on possibilities for extending their learning. Every child’s learning is respectfully documented in a personal Learning journal as well as within the classroom at school House.
There is an understanding on the importance of each educator at School House and the role they contribute to a child’s early years.
Our educators role includes:
We pride ourselves on our Indoor/Outdoor programme.
offering the children the choice of where they would like to spend their time, allowing them to find spaces where they feel a sense of belonging. Children are encouraged to make connections with natural environments and the world around them. At times you may see that we have moved the inside out and the outside in. This might mean we have a gardening experience set up inside, whilst the art area is in operation outdoors!