Filton Avenue Nursery School & Children’s Centre
Learning and Teaching Policy
‘We are an aspirational place built on love, courage and respect.
Together we are the heart of the community.’
Our beliefs
At Filton Avenue Nursery School learning in the early years is celebrated and promoted as a profoundly important stage of a child’s life when vital emotional, social, physical and intellectual development takes place.
It is our aspiration that every child is successful, happy, healthy and confident with a positive and strong self-identity; enabling them to take their place as critical and active citizens who promote democracy and equity in their community.
We believe that from birth, children are strong, competent, motivated and confident learners who explore and test their ideas, solve problems and try to make sense of their world.
We understand that young children learn through feeling, seeing, hearing, touching and doing. They are active learners and we ensure that the environment we provide for them promotes and protects the use of all of their senses.
We believe that parents/ carers are the first and most enduring educator who has the most impact on their child’s life and education. Therefore, we work in partnership with parents to seek their perspective of their child to inform planning a meaningful and purposeful curriculum based on the interests and strengths of their children.
The role of the practitioners
We believe that children should be masters of their own learning with the skilful and supportive guidance of all of the adults who work with them. We listen carefully and respectfully to the children, we learn from them and provide opportunities for them to learn, develop and enjoy their childhood.
The experiences we plan are challenging but achievable, they scaffold and prompt thinking, building on their interests, strengths and questions.
The enabling emotional and physical environment
We know that young children need time and space to learn successfully. We therefore place a high value on time and offer children many opportunities to repeat, revisit and reflect on their previous experiences in an environment which is calm, purposeful, challenging and supportive.
We understand that learning is a complex process that involves more than cognition. For us authentic learning requires feelings and emotions to be fully engaged. Learning is social in nature so we encourage and support children’s interactions with other children and adults.
We aim to support and encourage all of our children to become mastery learners- to ask questions, take risks, develop resilience and have ownership for their learning. We value the process of learning utmost rather than the end product or outcomes and understand that young children have the right to communicate their learning in many different ways.
We therefore aim to support our children:
- To be happy, confident, motivated, independent, aspirational and who love to learn
- To have a positive self-image and high self-esteem
- To form and maintain positive relationships, to work collaboratively and be valued members of the community
- To take responsibility for themselves, each other and their environment
- To question, challenge and solve problems creatively
- To know their strengths and to have the confidence to take risks
- To know their ideas will be heard and respected and that they can make a difference
- To be inquisitive explorers, investigators, researching and making sense of their world.
We provide consistency for every child through our respectful interactions, routines and clear boundaries. Children are empowered to manage their feelings, keep themselves safe and resolve conflicts using the Conflict/Resolution steps alongside emotionally literate adults.
Our outside environment challenges children’s courage and persistence. There are a range of opportunities for them to learn about their world and learn new physical skills through persistence and problem solving.
Every child has the right to a well-planned and meaningful curriculum that will provide them with the tools needed to succeed throughout their lives, regardless of culture, social class, gender, physical and cognitive capabilities and beliefs.
We believe that life skills are universal and underpin everything that we do at Filton Avenue.
Our provision supports and develops every child’s:
- emotional well-being
- positive sense of identity and belonging
- capabilities in making relationships
- dispositions and attitudes to learning
- communication, language
- literacy
- physical development
- mathematical development
- understanding of the world
- expressive arts and design
We plan using the Birth to Five Matters guidance (revised 2021) and Bristol’s Early Years Characteristics of Effective Learning (CoEL).
We respond to the development and learning of each child by planning a range of experiences which include the Prime and Specific areas of learning and the Characteristics of Effective Learning.
Diversity and inclusion are our priority and therefore we differentiate our planning and provision to ensure every child can access the learning experiences at their stage of development. No child is excluded from activities.
Long Term Planning:
- Our School Improvement Plan (SIP) supports our long term plan
- We have a range of policies for learning and teaching including; Inclusion and SEN, Transition, Parent Partnership.
- The Birth to Five Matters guidance (revised 2021) provides our long term plan for learning across the Prime and Specific areas
- We plan for continuous provision inside and outside.
- Three times a year data for groups of children is collected which informs planning with possible learning foci and interventions which will meet the needs of all children. Using OP&L assessment, children who have not met specific goals have taylor made targets and interventions to help them achieve and progress as much as possible.
- Plans are informed by contributions from the parents, practitioners and the children to ensure learning experiences are drawn from the interests of the children.
The sequenced curriculum –
‘Why this?….Why now? – Intent-Implementation-Impact
- Using our values, we have created our own sequenced curriculum – This can be dictated by the routine of the school year and data (see appendix).
- Adults also sequence the curriculum meeting the needs of individual children throughout the school year. We use the Bristol Early Years/OFSTED Adult-Child Interaction Checklist to ensure practitioners know and understand their unique Key Children. Adults scaffold over time micro- sequencing every part of the curriculum eg. Using scissors –
- Adult sees child trying scissors using both hands and talks through what they are doing, modelling using correct hold.
- Adult uses hand over hand/training scissors to support one handed cutting.
- Child encouraged to make snips in paper.
- Child encouraged to cut paper in half.
- Child encouraged to turn paper in other hand as they cut making cicular shapes.
- Child encouraged to cut at different angles – cut shapes out.
- Child encouraged to cut pre-drawn lines and curves.
Weekly planning
- Daily adult framed sessions for groups ensure that every child accesses a broad and balanced curriculum across the Prime and Specific areas of learning.
- Responsive planning during child initiated play provoke new learning and follow children’s individual lines of enquiry. This can be in the moment planning or planning over time.
- Adults ‘provocate’ activities during child initiated play to spark curiosity and make sure the curriculum is broad and balanced.
Assessment tools
We use a range of assessment tools to assess children’s development and progress:
- OP&L (Observation of Play And Learning) (Barnet Early Years Alliance 2018) for the prime areas and literacy and maths.
- Differentiated Early years Outcomes (DEYO).
- Autism Assessment Framework (Autism Education Trust).
- The Bristol Early years Characteristics of Effective Learning Tool.
- WellComm Early Year Toolkit for speech and language .
- Learning diaries comprising of short observations as well as longer learning stories are used to observe, reflect on learning and identify next steps for an individual or groups of children, in partnership with parents.
OP&L supports us in being able to assess children’s attainment and progress and identify if a child is not meeting specific milestones. ‘Next Step’ targets are created using the above assessment tools.
Appendix
The Sequenced Currriculum (Nursery Classes – 3-4 year olds)
| Term 1 | Term 2 – Entry data findings embedded in Curriculum | |
| PSED | New children induction Home visit – ‘The Unique Child’ profile completed.Key People get to know their children and parents/carers – communicating at beginning and end of session.Children get to know the routine and environment – settled into their groups by end of term. PDR is established with children introduced to planning boards →Adults encourage children to have their own ideas and carry them out initially with support. Group times start within a few weeks of children starting.Children are encouraged to play alongside and with each other →Adults use the language of emotion and begin to Emotion Coach in order to settle children →Home/school link to help settle if necessary eg. comfort toy from either home or school→ | → Well-being continues to be monitored with vulnerable children targeted for trauma informed practise →→ Children are supported to become independent in following the routine.→ All adults using Emotion Coaching and Conflict Resolution consistently →→ Routine continues to support all aspects of the curriculum including embedding PDR→SEMH group times started to address specific issues and individual children’s Next Steps →Circle Times reflect emotional literacy, collaboration and friendship →→ PDR reinforced with planning group times →Invisible/lone children targeted for collaborative interactions |
| CL | New Children induction Use of planning boards, visuals, Makaton, props and objects of reference (including fidget toys to help focus) →Group routines of greeting songs and reviewing established→Introduction of core songs, action rhymes and games to encourage Listening and attention →Tidy up – Do they stop and respond? (to 5 min warning. Also to their name) → | → Circle and group times focus on Attention and Listening (Attention Autism activities used) →EAL/SEND cohort identified and scored using WellComm. Intensive interactions and observations started (use of Hanan and EALIIO) →→Consistent use of Makaton and visuals for all children →Home languages are used and celebrated→→ Greeting song games eg. in home language/Makaton→ |
| PD | Children are encouraged to explore the whole environment and take risks with support →Children are assessed and supported with self-help skills. Home visit parents are given advice re toileting and clothing (fastenings)→Children and parents encouraged to bring healthy lunches. Adults support children at lunch→ | → Self help strategies begin to be embedded – eg. liaising with parents, ERIC, habit training – potty/specific loo, loo song at CT. Upside-down flip coat.→ Freeflow and GTs support gross motor development.→Continuous Provision provides challenge with fine motor skills eg. variety of pens, tape, glue, scissors, resources for left handed children→Small motor skill GTs are open ended and have 70% success rate (High/Scope)→Adults show children how to do things for themselves at lunch→ |
| L | Core books started starting with simpler stories eg. Owl Babies →Curriculum includes many sensory activities to encourage mark making → | Book loan promoted and started.→Core book group time sequence established – story→role play→story mapping (for pencil control and story concept) → Group times include variety of mark making activities including writing for a purpose eg. letter to Santa→Letters and Sounds Phase 1 GTs established eg. Instrument sound identification game → |
| M | Number songs introduced →Continuous Provision includes open ended materials for exploration and discovery → | →Continuous Provision extended with GT and CT to enhance numeracy and exploring shape etc. eg. diceSnack time problem solving established eg. guessing amount of segments in orange. |
| UTW | Celebrations – Intro to birthdays and seasonal eg. Harvest, Divali, autumn, (Eid – time dependent) →My family display board established | → Celebrations – birthdays, ChristmasContinuous Provision in home area – Hair Dressers/Doctors etc (following children’s interests) → |
| EAD | Introduction to all main materials through continuous provision →Self-portraits→ | (from CL)→ Continuing learning new songs →→ New materials introduced through GTs → |
| CETL | New children induction Finding out and exploring at the heart of induction through the environment based on children’s interests and Continuous Provision as well as an ambitious and broad range of open-ended materials →Strong emphasis on well-being strands with focus at Circle Time in order to enhance sense of belonging and ownership →Children are empowered through the daily routine/visuals/culturally appropriate resources eg. coat pegs/water bottles/home area resources, and encouraged to explore the whole setting (eg. playing in other classroom) in order to gain ownership and a sense of shared control.Nursery tour GT.Families encouraged to share skills/volunteer on Home visit.Children find their sense of self through displayed family photos, getting to know their KP, other staff and their peers through sensitive interactions, self-portraits GT and beginning to look at their Learning Diaries.Adults get to know individual children’s learning styles and differentiate and scaffold accordingly. Their well-being is paramount – adults spend 1:1 time with children who are taking time to settle. | Introduction and consistent use of 6 key words by staff – Learn, Remember, Think, Try, Find out, Practise→Continuous Provision reflects children’s interests – focus on high levels of involvement →→ Link to PSED re Empowerment through ownership and high levels of well-being →Joint GTs joining both classes established →→Group CTs start eg. Jumping beans/exploring differences. |
| Term 3 | Term 4 – Mid year data findings embedded in Curriculum →(into term 5/6) | |
| PSED | January intake as per term 1 induction→Targeted Trauma Informed practice as necessary – sometimes through Key Person planned GTs →September starters help January starters to settle eg. showing routine etc. → | → Children encouraged to use language of ER/CR and begin to negotiate for themselves→→ Collaborative GTs on-going→→ Sense of belonging monitored as all children now in→Meditation/yoga/massage GTs/CTs started→ |
| CL | →Circle Times focus on Speaking and listening and waiting and taking turns →→Wellcomm 1:1 and group work for children showing red (assessments) → | Story Squares introduced →→ Wellcomm group work/1:1 ongoing →Having fun with language CT/GT embedded eg. use of microphone→ |
| PD | →Children show increase in self-help skills with adults verbally (rather than physically) helping eg. pouring own milk→Cooking sessions established→ | More complex dancing and movement introduced eg. Irish dancing/All around the kitchen→→Ongoing model making (WT/GT)Obstacle course GT/CT regularly planned→→’Getting changed’ GTs started→ |
| L | → Core book sequence continues →Introduction of Story Squares at Circle Time →Regular use of photocards and beginning of initial letter sounds (greeting/GT)→→Greeting songs using initial letter sounds etc. | → Core book sequence continues→→Story Squares continue at CT→World book day – focus on favourite books →Phase 2 letters and sounds beginning to be incorporated into Phase 1 GTs/CTs eg. What’s in the box?/Hot corners →→Introduction of name cards→ |
| M | Introduction of Numicon/tessellating shapes etc.→Continuous provision – more complex puzzles and construction → | Problem solving CTs embedded including memory and sequencing games→Children encouraged to subitise→ |
| UTW | →Celebrations – Chinese New YearChildren encouraged to look at their Learning Diaries→ | →Celebrations – Pancake day, Saint days, EasterGT – Spring walks – looking at change |
| EAD | New chants and action songs at CT→ | Children act out Story Square stories at CT→ |
| CETL | January intake as per term 1 induction→ Continuous Provision continues to reflect children’s interests – beginning to focus on ‘keeping on trying’, problem solving and critical thinking skills→ | →Continuous provision monitored to encourage critical thinking skills→ |
| Term 5 | Term 6 CG= Curriculum Goals | |
| PSED | →SEMH Group Times reflect Next Steps for individual children in order to narrow the gap. | Getting ready for School Visits from teachers and visits to new school.GTs – Starting new school.Saying goodbye – parties/end of term picnic. →CG To play co-operatively with others and see things from other people’s points of view. →CG Children demonstrate positive behaviours and high levels of self-control. |
| CL | →Group/Circle Times reflect Next Steps for individual children in order to narrow the gap.More complex instruction games started GT/CT eg. What’s the time Mr wolf/Fruit salad→ | →CG To attend and follow instructions in a variety of situations. →CG To be able to articulate requests and needs and ask questions. →CG To have a ‘to and fro’ interaction and begin to converse. |
| PD | → Group/Circle Times reflect Next Steps for individual children in order to narrow the gap.→Dressing GT (getting ready for school) →Introduction to woodwork→ | →CG To manage toileting without support. →CG To put on their coat and shoes without support. →CG To hold and use a variety of tools effectively and safely. |
| L | →Group/Circle Times reflect Next Steps for individual children in order to narrow the gap. | →Core story sequence finishes – replaced with favourite books and children’s choices. →CG To know and enjoy a wide range of stories. →CG To understand the importance of and enjoy mark making |
| M | →Group/Circle Times reflect Next Steps for individual children in order to narrow the gap. | →CG To use maths to solve problems and enhance play. |
| UTW | Seasonal – looking at growing – cress, planting etc.Summer walks – bug hunts→Enhanced sand and water play outside incl GT→Self-care – use of sun cream and hats→ | Harvesting early crops etc. |
| EAD | Outside painting and craft etc. → | →Self portraits (compare and contrast). |
| CETL | → Group/Circle Times reflect Next Steps for individual children in order to narrow the gap. | →CG To show a ‘can do’ attitude and resilience. To persevere when things don’t go to plan and know that it is OK to make mistakes. →CG To build a sense of identity and become connected to their wider environment. |
The Sequenced Curriculum (Acorns – 2 year olds)
| Term 1 | Term 2 – Entry data findings embedded in Curriculum | |
| PSED | New children induction (on-going throughout the year) Home visit – ‘The Unique Child’ profile completed.Key People get to know their children and parents/carers – communicating at beginning and end of session.Children get to know the routine and environment – settled with their Key Person by the end of term.Adults encourage children to have their own ideas and carry them out initially with support→Children are encouraged to play alongside and with each other →Adults use the language of emotion both non-verbally and verbally and begin to Emotion Coach in order to settle children →Comfort toys as necessary from home (or school to take home) in order to make link and settle→ | → Well-being continues to be monitored with vulnerable children targeted for trauma informed practise →→ Children are supported to become independent in following the routine.→ All adults using Emotion Coaching and Conflict Resolution consistently →→ Routine continues to support all aspects of the curriculum including embedding autonomy and self-empowerment→Circle Times reflect emotional literacy, collaboration and friendship →Invisible/lone children targeted for collaborative interactions |
| CL | New Children induction Use of planning boards, visuals, Makaton, props and objects of reference (including fidget toys to help focus) →Introduction of core songs, action rhymes and games to encourage Listening and attention →Children begin to respond to routine eg. tidy-up→ | → Circle times focus on Attention and Listening (use of Attention Autism to help children focus).EAL/SEND cohort identified and scored using WellComm.Intensive interactions and observations started (use of Hanan and EALIIO) →→Consistent use of Makaton and visuals for all children →Home languages are used and celebrated→ |
| PD | Children are encouraged to explore the whole environment and take risks with support →Children are assessed and supported with self-help skills →Children and parents encouraged to bring healthy lunches. Adults support children at lunch→ | → Self help strategies begin to be embedded enhanced with stories and roleplay – eg. Nappy changing routines, reminders, timings, choices of loo or potty, following toileting used at home – parents supported with ERIC etc. – washing hands with soap, – upside-down flip coat.→ Freeflow and CTs support gross motor development.→Continuous Provision provides challenge with fine motor skills eg. daily sensory experiences→→Adults show children how to do things for themselves at lunch→ |
| L | Core books started starting with simpler stories eg. with no words/lots of repetition →Curriculum includes many sensory activities to encourage mark making → | Book loan promoted and started.→ Activities include variety of mark making in different ways eg. gross motor skills-outside chalks→Letters and Sounds Phase 1 CTs established eg. What’s that sound? → |
| M | Number songs introduced →Continuous Provision includes open ended materials for exploration and discovery → | →Continuous Provision extended with adult focus on curriculum eg. use of maths language for a variety of activities.Snack time problem solving established eg. guessing amount of segments in orange. |
| UTW | Celebrations – Intro to birthdays and seasonal eg. Harvest, Divali, autumn, (Eid – time dependent) →My family display board established | → Celebrations – birthdays, ChristmasContinuous Provision in home area – Hair Dressers/Doctors etc (following children’s interests) → |
| EAD | Introduction to all main materials through continuous provision and set activities → | (from CL)→ Continuing learning new songs →→ New materials introduced through set activities → |
| CETL | New children induction Finding out and exploring at the heart of induction through the environment based on children’s interests and Continuous Provision as well as an ambitious and broad range of open-ended materials →Strong emphasis on well-being strands with focus at Circle Time in order to enhance sense of belonging and ownership →Children are empowered through the daily routine/visuals/culturally appropriate resources eg. coat pegs/water bottles/home area resources, in order to gain ownership and a sense of shared control. →Families encouraged to share skills/volunteer on Home visit.They find their sense of self through displayed family photos, use of names, getting to know their KP, other staff and their peers through sensitive interaction and Tapestry at nursery and at home→Adults get to know individual children’s learning styles and differentiate and scaffold accordingly. Circle times are initially short and age appropriate→ Their well-being is paramount – adults spend 1:1 time with children who are taking time to settle. | Introduction and consistent use of 6 key words by staff – Learn, Remember, Think, Try, Find out, Practise→Continuous Provision reflects children’s interests – focus on high levels of involvement →→ Link to PSED re Empowerment through ownership and high levels of well-being →→Group CTs start eg. Jumping beans/exploring differences. |
| Term 3 | Term 4 – Mid year data findings embedded in Curriculum →(into term 5/6) | |
| PSED | →Children name emotions. On-going co-regulation by staff→→CTs focus on joining in/working together→Targeted Trauma Informed practice as necessary including stories about emotions→Earlier starters help new starters to settle eg. showing routine etc. (on-going throughout the year)→ | → Collaborative CTs on-going→→ Sense of belonging monitored →Meditation/yoga/massage CTs started→ |
| CL | →Circle Times focus on Speaking and listening and waiting and taking turns →Talking tunes at CT→Wellcomm 1:1 and group work for children showing red (assessments) → | → Wellcomm group work/1:1 ongoing →→Having fun with language CT embedded eg. use of microphone→ |
| PD | →Children show increase in self-help skills with adults giving less support→Activities have a wide range of tools etc.→ | Exploring main nursery eg. park area→Obstacle course regularly planned→ |
| L | → Core book rotation continues →Use of story role play resources→Consistent use of photocards →Activities include mark making for a purpose→ | → Core book rotation continues→World book day – focus on favourite books →→Phase 1 CTs continue → |
| M | Introduction of numeracy resources eg. number stones→→Continuous provision – more complex puzzles and construction → | Problem solving focus during child led→→ More complex counting and shape songs etc at CT→ |
| UTW | →Celebrations – Chinese New YearChildren encouraged to look at Tapestry→ | →Celebrations – Pancake day, Saint days, EasterSpring walks – looking at change |
| EAD | New chants and action songs at CT→ | →Dancing and music embedded→ |
| CETL | → Continuous Provision continues to reflect children’s interests – beginning to focus on involvement and perseverance levels→→Continued independence skills nurtured and empowered by staff – giving choices, jobs for them to do – encouraging children to ‘give things a go’→ | →Continuous provision monitored to encourage critical thinking skills eg. having own ideas→ |
| Term 5 | Term 6 CG= Curriculum Goals | |
| PSED | →Key People focus on Next Steps for individual children in order to narrow the gap. | Getting ready for Moving up to nursery class Visits from new KP and regular visits to new class.Saying goodbye – parties/end of term picnic. →CG To show an interest in others and begin to make relationships. →CG Children begin to demonstrate positive behaviours and high levels of self-control. |
| CL | →KP interactions/Circle Times reflect Next Steps for individual children in order to narrow the gap.More complex listening games started CT eg. instrument identification game→ | →CG To begin to listen when being spoken to. →CG To respond to simple instructions. →CG To ask for help if needed. →CG To speak in simple sentences. |
| PD | → Activities/Circle Times reflect Next Steps for individual children in order to narrow the gap.→Toileting is being addressed at school and home →→Adults show less support and use verbal encouragement for self-help skills→→Focus on gross motor skills (seasonal) → | →CG To show an interest in using or to use the toilet with support. →CG To use a variety of tools. |
| L | →Activities/Circle Times reflect Next Steps for individual children in order to narrow the gap. | →CG To show an interest in books and stories. →CG To make different marks eg. lines and circular shapes. |
| M | →Activities/Circle Times reflect Next Steps for individual children in order to narrow the gap. | →CG To begin to use mathematical language and show awareness of number. |
| UTW | Seasonal – looking at growing – cress, planting etc.Summer walks – bug hunts→Enhanced sand and water play outside→ | Harvesting early crops etc. |
| EAD | Outside painting and craft etc. → | |
| CETL | → Activities/Circle Times reflect Next Steps for individual children in order to narrow the gap. | →CG To begin to concentrate for a short time on a variety of activities. →CG To begin to show some independence skills. →CG To recognise their own and others feelings. →CG To build a sense of identity and become connected to their wider environment. |
August 2023