Learning at nursery

Young children and babies are learning all the time. At The Column Nursery children learn through play, repeating and refining activities, through conversation with adults and other children, the nursery environment and with planned focused activities and events.

The Early Years Foundation Stage (EYFS 2014) reminds us that children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.   

The EYFS uses the term Learning and Development to describe seven areas of learning. These are all related to each other; however, they are divided into Prime and Specific Areas.  Children are expected to ch

The Prime Areas are;

Personal, Social and Emotional Development

Making relationships

Self-confidence and self-awareness

Managing feelings and behaviour

Physical Development

 Moving and handling

Health and self-care

Communication and Language

Listening and attention

Understanding

Speaking

The Specific areas are;

Literacy

 Reading

Writing

Mathematics

Numbers

Shape, space and measure

Understanding the World

 People and communities

The world

Technology

Expressive Arts and Design

Exploring and using media and materials

Being imaginative

Staff differentiate learning for individuals as they work, through use of language, questions and the level of support an individual child needs with an activity.  During focus teaching times children are grouped at age/stage appropriate levels for specific activities. 

Staff provide a balance of adult-led and child-led activities that help children to think critically, play and explore and be active and creative learners

• They have high expectations for children and enthuse and motivate them
• establish what each child knows and can do when they first start and during their time at nursery and whether this is in line with the expectations for their age
• use information from observation and assessment to plan personalised support for every child and ensure that children achieve as much as they can in relation to their starting points and capabilities, taking into consideration how often they attend the setting
• plan for individual children, taking into account their culture and background, including any children with special educational needs and/or disabilities, those learning English as an additional language and those who achieve beyond what is expected to ensure that you are offering an inclusive service and that each child receives an enjoyable and challenging experience across all areas of learning
• support each child in their learning and work with parents and carers as partners in children’s learning and development.

When children leave us to move on to school they are independent, able to participate in a conversation, can conform in a group situation, sit and listen, take turns and enjoy learning and are ready to begin the next stage of their educational journey.