Our Early Years Centre of Excellence, which incorporates Beautiful Beginnings Day Nursery, Pre School and Reception, aims to provide the future generation with the skills and confidence to help them to grow to their full potential by providing them with the opportunity to learn and have fun.
Our interior is designed in a bright, attractive, clean, warm and welcoming way, to make everyone feel comfortable and at home. Our furniture and equipment have been carefully chosen to be of high quality and age appropriate, allowing children to learn through the freedom of play and explore with the importance of safety in mind.
Our outside area and woodland learning environment has been fully designed with our ethos ‘education in harmony with nature’ and equipped to allow the children the freedom to play, using a mixture of imagination and physical dexterity. In order to achieve this we aim to encourage the physical, intellectual, linguistic, emotional and social skills that children need to develop their self-esteem and confidence. This enables them to become happy, fun loving children with the enthusiasm to learn and make friends, feeling independent and respected.
Expressed simply our aims for your child are:
• to have fun, smile, laugh and be happy
• to become confident and independent learners
• to have strong relationships with peers and develop the necessary social skills to do so
• to develop a lifelong love for learning
• to develop his/her own skills and abilities to maximise potential in all areas
• to feel secure and respected within a loving environment
• have key people (adults) who know your child
Our Pre School facilities were opened in September 2010. Not only are the facilities and environment designed and furnished in compliance with EYFS and Welfare standards, we have taken into account the needs and interests of each individual child in our care. Examples of this include:
A reading/sensory den for quiet, calm activities to promote early literacy and personal, social and emotional development
A role play area to encourage social interaction and the development of life skills.
A creative workshop including painting, collage, water and sand to encourage sensory learning and develop imagination and creativity.
A small world and construction area for children to plan, construct, confer, deliberate and evaluate during their play.
A writing area equipped with one handed tools to promote cutting with scissors, sharpening, holding a pencil/pen correctly, writing names, lists, menus etc
Our environment is deliberately planned to be enticing, interesting and exciting for children which helps them to develop a love of learning. We ensure that resources and equipment are clearly labelled and accessible to the children at all times to promote self choice and development of children’s ideas and imaginative theories. Children must be allowed freedom to take risks, make mistakes and perfect techniques and skills in order for effective brain development to take place.
The most important resource that we have is our dedicated and professional team of staff. We are very fortunate to have a full time EYFS teacher who works with the children alongside two other highly qualified and experienced Early Years Practitioners one of which is qualified to an Early Years Professional level. The staff role is to play alongside and with children to encourage engagement, imagination, turn taking and other social skills. Staff are trained to develop children’s play through conversation, questioning which helps broaden and extend children’s thinking and learning.
During this play, staff observe children and track their individual level of involvement and development as well as individual interests. These interests are what keep children engaged and really turn them on, research shows that by embracing these interests learning will be meaningful to the child and therefore will keep them engrossed. These observations are then used to inform planning. Therefore staff take into account all observations to help enhance the environment and plan appropriate experiences.
Incorporated into the day children have a daily focus on Communication and Language with Literacy playing an important role when preparing children for formal schooling. The classroom is enriched with text, sentences and meaningful written language so that they begin to make connections between spoken and written communication. An ‘I Can attitude’ is promoted throughout and children are encouraged to write their name daily and practice early writing skills within the designated writing area of provision. We follow the School Literacy programme ‘Letters and sounds’ Phase 1 and 2. This programme of learning enables children to tune in and listen to sounds so that when the time comes for them to begin to read, phonetically their brain will be already attuned.
Children attending Pre School have their own individual Learning Journey file which documents and tracks individual progress within the stages of the curriculum. These files are available for parents to see and comment on at all times, which promote involvement and contribution from parents who are the child’s principal educators.
These firm foundations enable our children to attain high levels of achievement when they move on from Pre School to Reception. Transition into the reception class is smooth, ensuring progress is maintained at this critical time. There is no doubt that children benefit enormously from shared social experiences, and the progress of each pupil is monitored closely in all areas. This enables us to keep parents fully informed and to plan carefully for the future.
Topic based learning
In line with the current Early Years Foundation Stage and our embedded philosophy that children learn best through structured and meaningful play our Pre School team are responsible for ensuring that the care and education all children receive is stimulating, enriching and meaningful to them…a personalised approach.
By listening to children and parents we develop what we call ‘Learning Maps’ which is a topic that we use to plan experiences that aim to develop each child in all areas of the curriculum. These topics are derived from conversations with children and parents as well as observations of interests that children have displayed through their play. The Key people then embrace this and a ‘map’ is created and explored.
This term a lot of our children have displayed various interests based around favourite television characters including;
• Hello Kitty
• Peppa Pig
• Ben 10
Although these interests can be viewed as negative due to the fighting component and good versus bad element it is still something that the children are very passionate about, therefore we need to respect this.
Children help to plan their own learning by devising a list of questions at the very initial stages of the map making. These questions are listed and originate from what the children already know and what they would like to know about the topic. A few questions listed at the beginning of our ‘Superhero’ topic were;
• Do superheroes have friends?
• Where and when do they sleep?
• Where do magic powers come from?
• How do superheroes know when we need help?
• Can I become a superhero?
This gave staff a firm base for planning some appropriate learning experiences so that children could find answers to these questions and also ignite more questions and ‘what ifs’
As you can see from the photographs children enjoyed taking part in many activities that promoted inspiring and motivational learning;
• Making costumes and masks,
• role playing a superhero both indoors and out,
• role playing a person who is need of help i.e. dialling a phone number etc
• respecting and responding to each others feelings,
• making posters and lists and wanted signs,
• writing wish lists for the perfect superhero,
• discussing how kind superheroes share and look after each other therefore abiding by our Class GOLDEN RULES.
Contact us to arrange an appointment to see our new Pre School Classroom.
Elmer is an elephant who has a colourful body, with yellow, orange, red, pink, purple, blue, green, black and white arranged as a patchwork. He has a cheerful and optimistic personality, and he loves practical jokes.
The stories are suitable for early exploration of the themes and issues relating to the concept of diversity, as Elmer discovers that when he tries to change his appearance in order to 'blend in' with the other elephants, they no longer recognise him, or accept him as one of their own. This makes Elmer sad, and he experiences how it feels to be treated like an outcast, after being ostracised by his old friends. It's only when it begins to rain, and the grey paint that Elmer has covered himself with starts to disappear, that Elmer's 'true colours' are revealed, much to the surprise and delight of his friends, who preferred his multi-coloured and fun loving persona. Following their happy reunion, the elephants reassure Elmer that they love him because of his differences, and not in spite of them, and they celebrate by painting themselves in multi-coloured paint, in recognition of Elmer's unique appearance and personality.
Due to expansion, we now have additional places available in Pre- School for September. Find out more here
Thursday 7th March was World Book Day and our Pre School celebrated by making a giant patchwork Elmer the Elephant from the book by David McKee.
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Scarisbrick Hall, Southport Road, Ormskirk L40 9RQ : 01704 841151
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