Breadth:

All children should have the opportunities for a broad, suitably weighted range of experiences. The Curriculum should be organised so that they learn and develop through a variety of contexts within the playroom, the outdoors and other aspects of school life. Literacy, numeracy and HWB opportunities should be embedded within the playroom.

·   Literacy, Numeracy and Health and Wellbeing are being embedded across the playroom outdoors using real-life and meaningful contexts.

·   Breadth is achieved by planning learning opportunities across all curricular areas.

·   The coverage of experiences and outcomes is tracked and monitored to ensure breadth.

·   Our children are provided with motivating and challenging experiences across the curricular areas and the 4 contexts for learning.

Depth:

Opportunities should be provided for children to deepen their knowledge and understanding, where staff take account of children’s prior knowledge and build on what children already know. Opportunities should be provided for children to apply skills in different contexts.

·   Staff observe and consult with children to plan appropriate contexts for learning.

·   Through observation and consultation with our children, staff plan learning experiences which build on children’s knowledge and deepen their understanding and develop their skills

·   The nursery routine is planned in order to give children time to engage fully in their play and learning.

·   Staff intervene sensitively to support and challenge children’s thinking and deepen their understanding.

·   The range of opportunities planned for children enable them to apply their skills in a variety of real-life and meaningful contexts

Challenge and Enjoyment:

Children should find learning experiences challenging, engaging and motivating. The curriculum should encourage high aspirations and ambition for all. Staff should support and encourage children to enable each individual to achieve his or her potential. The learning environment should be stimulating with resources which engage children and sustain their interest.

Playroom areas should be imaginatively resourced, encouraging children’s creativity and supporting them to think imaginatively. The opportunities and resources being provided should appeal to different learning styles, with staff facilitating learning, intervening appropriately and sensitively and using questioning and interactions to stimulate and challenge children’s thinking.

• Learning experiences are suitably challenging, engaging and motivating, encouraging high aspirations and ambitions for all learners
• Planning within the experiences and outcomes focuses on creating opportunities for learners to actively engage in their learning both indoors and outdoors.
• Natural, real-life resources encourage children to observe closely and use all of their senses, helping to develop their curiosity and
• Our Forest School programme provides children with the opportunity to explore the outdoors, manage risk, build resilience and promote creativity

Progression:

Learning should build on children’s existing knowledge and achievements. Children should be able to progress at a rate which meets their needs and aptitudes, with processes in place to track children’s progress within the E&Os. Children should be encouraged to reflect on their learning and celebrate their achievements.

·   Literacy, Numeracy and Health and Wellbeing trackers are used to record and monitor each child’s progress.

·   Online Learning Journals are used to support children to reflect on their learning and share their achievements with parents/carers.

·   Individual learning targets are identified, reviewed and evaluated on a termly basis. This is done in consultation with the parents/carers and we continue to build the involvement of the child.

Coherence:

Children’s learning experiences should combine to form a coherent experience. There should be clear links between the different aspects of children learning, with opportunities to extend activities which draw different strands of learning together. Opportunities should be provided in order for children to develop skills which they can use in different contexts/situations (transferable skills).

·   Contexts for learning enable learning to take place across different curricular areas, supporting children to make links in their learning and provide depth of understanding.

·  Where appropriate, educational visits and visitors are used to enhance the children’s learning experiences.

·   Experiences across the playroom provide children with the opportunity to develop their skills in different situations

Personalisation and Choice:

Staff should be responsive to children’s individual needs, interests and talents, consulting with children and using their ideas to develop the playroom. Staff should provide opportunities for children to make choices, with resources being accessible for children, encouraging self-selection.

·   Staff plan responsively in order to support the needs and interests of the children.

·   Resources are arranged to encourage self-selection and support children to make choices in their learning.

·   Children are consulted on different aspects of their learning and their ideas are used to develop the playroom

Relevance:

Staff should support children to understand the purpose of what they are learning, helping the children to see how it is relevant to them. Contexts for learning should be meaningful for children and take account of their prior learning, interests and learning needs. Tracking of children’s progress should be in place in order to plan opportunities to meet their individual learning needs.

·  Where possible, natural and real-life resources are used to support children’s learning.

·   Staff respond to children’s interests in order to provide learning experiences which are meaningful and relevant.

·   Staff observe and consult with children to identify prior knowledge in order to build on this.