Bentilee Nursery School Curriculum
End of age stage goals – 2 year olds and curriculum
At Bentilee Nursery School, we plan around the unique child’s interests that we feel will inspire the children's curiosity, understanding and development.
Alongside this, we also look at a wide range of seasonal and religious festivals and celebrations throughout the year.
The Launchpad for Literacy Toolkit is integrated into all curriculum planning throughout the year.
Social and Emotional development
|· To be able to show a determination to carry out tasks and activities independently.
· To be able to manage transitions.
· To be able to calm self, seek comfort from a familiar adult.
Language and literacy
|· To repeat words they hear.
· To be able to follow a simple instruction.
· To understand simple words in context, ‘cup’ ‘milk’ ‘daddy’.
|Physical Development||· To build strength, stability and balance through – walking, jumping, running and climbing.
· To be able to use the toilet with help.
· To begin to show independence when feeding self and drinking from a cup.
· To be able to make circles, lines and dots.
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
Festivals & Celebrations
|At Bentilee Nursery School, we plan loosely around half termly topics that we feel will inspire the children's curiosity, understanding and development. In addition to these planned activities, children are encouraged to think of their own ideas, and staff will observe children’s interests, which will be incorporated into the planning. Alongside the topics, we also look at a wide range of seasonal and religious festivals and celebrations throughout the year.
The Launchpad for Literacy Toolkit is integrated into all curriculum planning throughout the year.
|Area of Learning||3 – 4 Year Old Room
|Throughout the year the children will learn to:
· make themselves understood to familiar adults and peers
· speak in 4-6 word sentences
· use a wide range of vocabulary in a variety of situations
· pay attention to more than 1 thing
· understand why/what questions
· listen and join in with songs, rhymes and stories
· respond to questions and instructions
· engage in conversation with adult and peers in their play
|Personal, Social and Emotional Development||Throughout the year the children will learn to:
Self-confidence and self-awareness
· show confidence in new situations
· follow simple instruction
· manage basic hygiene and self-help skills
Managing feelings and behaviour
· show empathy to the feelings of others
· understand and follow rules
· know right from wrong
· name and talk about own feelings
· work co-operatively and form friendship bonds with adults and peers
· be part of a community (circle time- Butterflies / Caterpillars)
· be able to resolve conflicts amongst peers
· to share and take turns
|Physical development||Throughout the year the children will learn to:
· negotiate space and obstacles though outdoor play; balance, co-ordination, running, jumping, hopping, climbing, skipping
· develop muscle strength through opportunities to dig, scoop and pour
· develop fine motor skills such as scissor control, manipulating small objects (including paint brushes, jigsaws, small construction, tweezers, cutlery use and pencil control
· develop an awareness of how to keep themselves healthy
|Maths||Throughout the year the children will learn to:
· recognise without counting (subitise) up to 3 objects
· visually explore numbers around them
· link numeral and amounts up to 5
· develop their awareness of the cardinal principle
· verbally rote count to 10 through songs, rhymes stories, actions and in their play
Shapes, space and measure
· compare quantities (more/fewer/same), weight, length and size
· recognise, create and extend patterns,
· show awareness of time through class routines
· explore 2d and 3dShape
|Literacy||Throughout the year the children will learn to:
· understand that print carries meaning
· enjoy listening to stories and be able to discuss the main events and characters, learning new vocabulary
· join in with rhymes stories and poems
· hear initial sounds in words
· take part in simple oral segmenting and blending
· develop an awareness of rhyming and attempt to continue a rhyming string
· count or clap simple syllables in words
· write some letters in their name or write their first name
· form some letters accurately
· use their knowledge of letters / print to mark make in different forms
|Understanding the World||Throughout the year the children will learn:
Culture & community- RE and geography
· about different occupations
· about their community and family
The natural world, science and geography
· to engage in hands on exploration and experimentation
· to explore the world around them using their senses
· all about the past including their own families.
|Expressive Arts and Design||Throughout the year the children will learn to:
· make music
· enjoy moving to music
· join in with simple songs and nursery rhymes
· enjoy singing their own songs
· set up and use small world set ups
· develop simple stories with and without props
Exploring media and materials
· use a variety of tools
· try a variety of techniques
· create simple models
· use colour for a purpose
Bentilee Nursery school- Intent, Implement, Impact, Intent
agreed way of working, the aims of our setting in helping children develop and learn
- We offer a balance of child initiated and adult-led learning using continuous play and small group activities.
- It is play with a purpose.
- It is fun
- The curriculum provides a wide range of rich experiences based on the needs of our community, e.g regular visits in the local community to understand the world around them
- We plan in visits and visitors in school throughout the year to bring experiences beyond the community to children e.g The Animal Man
- It is based on the unique child’s interests, especially in the 2 year old room. In the 3 / 4 yr old room it is loosely based on planned topics throughout the year with the enhanced provision supporting the unique child’s interests and consolidation of pre taught skills.
- The child’s voice in all learning is very important
- The children’s characteristics of learning are looked at daily and used to support a certain child’s preferred way of learning.
- It allows children to take risks, make mistakes and keep trying, in a safe and supportive environment.
- Positive praise is key
- Communication and language is always a priority in everything we teach
- It is challenging but achievable
- Our classroom environment will foster curiosity
- There is a CAN DO approach to all activities
- We aim to ensure resources we use are high quality and are valued in the way we store them and look after them, at child height and with pictures to support tidying up.
- We value the parent as the first educator in partnership to support children’s learning
- Equality, Diversity and Disability are always celebrated as unique child attributes
- We are constantly reflective practitioners
- We are enthusiastic to embrace change and new professional development opportunities
- We aim to help children to become school ready
- We will use a teacher support assistant to support with more assisted health care and communication development
- To work with other agencies to give children the best possible start
- To support parents to be the best they can e.g coffee mornings, Parent Councils, in house family learning, Early Helps
- We aim to be an accessible school for everyone
- Family economic issues will not be a barrier to high quality learning
what we do every day to help children make progress.
- There is a daily routine
- There is always circle time
- There are golden rules to support behaviour for learning
- We chase up attendance every day
- There is always continuous provision to consolidate learning. This is put out using the unique child’s interests e.g. dinosaurs
- We take photos of the children to capture their learning and give the time to look back and reflect on what they remember
- We collect wow work- in the 3/4s, this is trying to capture independence. Children are encouraged to stick in their own work in their Special book.
- We always play with the children, modelling and extending language, supporting children to say a string of words and supporting children to repeat back. Staff clearly use their mouths –showing tongue, teeth and lips to model pronunciation.
- We revisit past learning daily and build on this to move learning forward.
- We focus on individual needs. Play with a purpose is differentiated and small groups of children are focused upon with the same needs or with more-able to support and model learning
- The nursery includes all school groups in all experiences
- We promote processes to learning new skills. These are more important than an end product
- Staff plan as a team children’s needs and achievement in mind
- We encourage children to independently practice skills e.g accessing resources independently
- We embrace different cultures, languages and festivals and celebration all year round e.g with dance, food tasting
- We take time to listen and give children time to think and process thoughts
- Child’s voice is valued encouraged and supported in all play and learning activities
- We go on professional development courses to support our own areas of weakness
- We use Tools:- Launchpad for Literacy to support teaching the gaps in language development
- We use Development Matters consistently form our 2yr old room to the end of our 3 .4 yr old room to support child development
- We use the Stoke speaks out screening tool to track language development
- We use Time to Talk, Talk Boost, More Time to Talk. Running through this is Time to Listen.
- We promote equalities and accessibility through our on-going accessibility plan
- We do oral health tooth brushing daily, to support oral health
- We use Numicon from the age of 2 to support number development
- We welcome parent to stay and play with us in the 3 / 4 yr old room termly, to support learning and give ideas of home.
- We give out weekly “homework” that is celebrated in school
- We give out weekly library or reading books with reading diaries for parental comments
- We read and model stories with children daily to promote a love of books, story-telling and the written word
- We support story-telling, child’s voice and confidence to predict what comes next through the Helicopter stories approach in the Spring and Summer terms in the 3 / 4 yr old room
- We liaise with a variety of agencies with more expertise knowledge to support children’s learning and development e.g Health visitors, SEND, speech and language service, paediatricians and approved training companies
- The Family Support worker / Deputy safeguarding lead meets and greats daily, building up relationships with families
- We use Pupil premium monies wisely to develop individual learning
Impact -how we know what we are doing is making a difference.
- See our curriculum goals for 2 yrs old children by the time they leave that room.
- See our curriculum goals for 3 / 4 yr old children by the time they leave the nursery school to go the Reception class
- Recording child voice- voice as in actual voice or body language
- Parents’ views and observations
- Photographs that tell a story of a child’s development
- Independent “work” is recorded in their Special Book
- Staff professional reflections as a team- with examples
- Dojo- home / school interaction with photos and words about children’s achievements
- Our I CAN sheets show the child’s achievement journey in all areas of the curriculum
- Attendance is at least 85%.
- Language screening end of school results
- Child development tracking graphs show at least 85% are on track for their age in the Prime areas of learning. In the Specific areas of learning we are aiming for 80% are on track for their age.
- Children bring library/ reading books back to school weekly and are able to model how to hold and book and at least read pictures by the end of nursery at 4yrs old
- Children display curiosity and are asking questions by the time they leave at 4yrs old
- Children are school ready with their behaviours to learn- can sit and listen for 15mins to complete and activity at 4 yrs old.
- Children with SEN have robust learning programmes or staff know their strategies to support learning well to ensure children continue their learning journey in their next phase of learning.
- Behaviour for learning is clearly embedded through how they exhibit themselves in play learning situations.
- Attendance at family learning opportunities in school, as well as coming in for productions increases over the year. The family exhibit a joined up approach to learning, and supporting their child into the next phase education.
- All children will have made at least good progress by the time they leave nursery– there will be NO barriers to learning e.g SEN, disability, culture, gender, economic circumstances, family circumstances