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Our curriculum is tailored so that learning is child-led, centred around individual children's needs and interests. Unique learning moments are enhanced and supported by our practitoners who take a sensitive approach to meaningful interactions and who provide purposeful provocations using a variety of resources.
The following goals are the achievements we would like to see when the children reach the age of 4. We are aware some children may leave our setting earlier than this, and working on the required skills to reach the goal is what we strive for.
These 6 goals are representative of our current group of children.
To be independent in toileting needs.
To be a confident communicator.
To be able to hold a pen comfortably.
To be able to recall a story.
To demonstrate a sense of belonging within the community.
To be able to form relationships with others.
This is the breakdown of each goal.
1 To be independent in toileting needs
Skill 1: Children spend time with their key person, building a bond.
Skill 2: Children are encouraged to express their wants/ needs and have these met by their key work or another practitioner.
Skill 3: Children are supported in washing their hands during various parts of the session.
Skill 4: Children are encouraged to have an awareness of when their nappy needs changing.
Skill 5: Children are encouraged to be aware of their toileting needs, using the potty/ toilet.
Goal: To confidently be aware themselves, and make others aware, if needed, of their own self-care requirements and to be able to recognise when during the day to exercise these skills.
2 To be a confident communicator
Skill 1: Children spend time with their key person, building a bond.
Skill 2: Children are encouraged to copy sounds or noises that adult makes.
Skill 3: Children are encouraged to say simple words by practitioners asking "what?" questions, or through exploring sensory activities.
Skill 4: Children explore a variety of provocations which reflect their interest or explore new experiences which adults have introduced.
Goal: To hold a two way conversation with detail and explanation
3 To be able to hold a pen comfortably
Skill 1: Children experiment with a variety of mark making tools, paint, chalk, water, sand, mud etc. These can promote the use of large muscles in arms.
Skill 2: To join in with a variety of fine motor activities which exercise the hand muscles and aid hand-eye coordination; such as playdough, threading beads, peg boards, puzzles etc.
Skill 3: Children show a preference for a dominant hand, using the hand most comfortable to aid control and precision.
Skill 4: Children begin to ascribe meaning to the marks they make - indicating there is a purpose behind what they are doing.
Skill 5: Children begin to use thinner pencil crayons and show control and accuracy with movements.
Goal: To independently hold a pen in a tripod grip with comfort.
4 To be able to recall a story
Skill 1: Children enjoy songs and picture books with practitioners.
Skill 2: Children carefully handle books independently, turning the pages carefully.
Skill 3: Children can use the pictures to explain what could be happening in the story.
Skill 4: Children finish off end phrases and can guess what is going to happen next.
Skill 5: Children re-enact familiar stories with props and prompt aids.
Goal: To use a book with pictures and recall the story, understanding the key concepts.
5 To demonstrate a sense of belonging within the community
Skill 1: To secure a bond with key person.
Skill 2: Children explore resources which reflect diversity.
Skill 3: Children have an awareness of similarities and differences between individuals.
Skill 4: Children enjoy joining in with celebrations.
Skill 5: Children enjoy an outing in the local community.
Goal: To acknowledge they are individual but part of different communities; their family, their playgroup setting and as part of a community in St Ives.
6 To be able to form relationship with others
Skill 1: To build a bond with key person and other familiar adults.
Skill 2: To notice other children in the environment.
Skill 3: To play alongside other children enjoying the same activity.
Skill 4: To initiate a form of communication with another child.
Skill 5: To be able to hold two way interaction with another child, which aids their mutual understanding of one another.
Goal: To form a relationship, using positive interactions to promote and direct a mutual play situation.
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