​Early Years Foundation Stage (EYFS):
The EYFS sets the standards for the quality of care and Education for children aged birth to 5 years in the UK. It identifies learning and development though different areas both Prime and Specific.

​Prime Areas of development

Physical development (Prime Area) relates to growth and the development of both fine motor and gross motor skills. The Early Years (0-5 years) are a time of huge developmental changes, sitting, crawling and walking, running and balancing, also  picking up and handling objects eventually using pencils and pens and paints to develop writing. Using and controlling their bodies both indoors and outdoors to develop a healthy heart, lungs and strong bones and muscles and developing hand skills in readiness for fastening, manipulating and controlling.
Personal Social and Emotional development ( Prime Area) relates to development in areas such as interaction, resilience, managing feelings, emotions and self regulating behaviours. It supports growing independence and social skills such as sharing and taking turns.
Communication, language and literacy ( Prime area) relates to verbal and non-verbal communication, early reading and writing. Again language development is a major growth area for children in the first years, it is vital for accessing other areas of learning and for making their own needs and wants made known to others. It links closely to Personal, Social and Emotional areas of learning as language is a skill used to share and to identify feelings, wants and emotions. We have provided communication friendly spaces both indoors and outdoors, children will also participate in daily story, singing and discussion times.
The three Prime Areas are interlinked and support each other, they are directly linked to all others of development and will develop at different rates for every child.

​Specific areas of development

Mathematics relates to number, space, shape and measure, these develop with time and experience of hands on activities as concepts are learned.
Knowledge of the world relates to knowledge of families, cultures and the world around us. These are learned through activities which start form the childs immediate surroundings and family and slowly widens to other peoples, and different locations. It includes who and why things are and involves simple scientific concepts.
Expressive arts and design relates to different media paints, chalks, Pencils and crayons, collage, box modelling and creative, sensory play and music all are used to express ideas, feelings and thoughts and design of simple structures.

The nursery operates a key person system. Each child will be allocated a key person on confirmation of their attendance at the setting. There are opportunities during the children’s settling in sessions for parents and carers to discuss any learning requirements or needs with their child’s key person.
We also provide the family with an all about me form to complete regarding their child’s interests and likes and dislikes. This will enable the key person to plan learning activities around the child’s interests to encourage them to continue to be motivated and eager to play. Children have many of opportunities for self-initiated and adult identified learning experiences both indoors and outdoors.
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Once every three months children’s progress will be updated linking with the Early Years Foundation Stage. This highlights achievement and progression of development for each child. It enables staff to identify next steps and encourage further knowledge, skills and experiences. This is shared with parents and feedback is requested to ensure parents understand, are happy with, and involved in their childs care. Parents and carers are also given daily feedback on their child’s experiences.
Learning experiences are differentiated to include all children regardless of gender, ability, race, SEND, age and language. The nursery staff understand that all children develop at different rates. If a child’s progress in any area of learning causes concern, practitioners will discuss this with the child’s parent/carers to agree how best to support the child. Practitioners must consider if any child may have special educational needs or a disability which requires special support. Working with families enables us to liaise with outside agencies to provide support for any children who may have delay in any area of their development.

The Role of The Adult
The adults are here to facilitate learning. They do this through observations and interactions. Our adults know the children very well and have a sound understanding of child development. This ensures that the adults enhance and extend learning at the appropriate level. Adult interaction is KEY to having quality ‘Teachable Moments’
Observation > Enhancement > Recording
The aim is to watch and identify a moment, intervene and make a difference to that moment for each child. ‘Teachable Moments’
 
In the moment ‘Planning’ (IMP)
At Tiny Robins Interactions, interventions and key moments happen throughout every day. In the moment planning covers all the seven areas of learning (EYFS) and the Characteristics of effective learning (CoEL). practitioners observe the children's play and enhance their learning using the childs interests to extend knowledge and ability. Children learn "in the moment" so no forward planning is required. Three goals are identified for each child to work towards..
We believe practitioners should be spending their time with the children and not completing paperwork.

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The Characteristics of Effective Learning (CoEL)
Playing and Exploring: do they investigate and experience things, and ‘have a go’?
Learning Actively: do they concentrate and keep on trying if they encounter difficulties, and enjoy achievements?
Creating and Thinking Critically: do they have and develop their own ideas, make links between ideas, and develop strategies for doing things.