We ensure we work with children to develop the skills, attitudes and knowledge to achieve their full potential. We implement this through a skill based curriculum. This is discussed and reviewed to ensure we meet all of the learning and development needs of each child and the Early Learning Goals of the EYFS. Our curriculum is implemented both indoors and outdoors with equal importance placed on where the children learn. We play and learn outdoors every day. We offer a differentiated learning path if a Childs needs and level of development denotes this.
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 whole body control, fine motor and gross motor skills.
Personal Social and Emotional development ( Prime Area) relates to development in areas such as interaction, resilience, managing feelings, emotions and self-regulating behaviours.
Communication and language ( Prime area) relates to verbal and non-verbal communication, including sign.
Specific areas of development
Literacy relates to skills required for reading and writing.
Mathematics relates to number, space, shape and measure.
Knowledge of the world relates to knowledge of families, religion, cultures and the world around us.
Expressive arts and design relates to different media paints, chalks, Pencils and crayons, collage, box modelling and creative, sensory play and music.
The nursery operates a key person system. Each child will be allocated a key person on confirmation of their attendance. We also provide the family with an “All about me’ booklet to complete regarding their child’s experiences, values, interests, likes and dislikes. This will enable the key person to plan learning activities around the child’s interests, previous experiences and cultural background. This encourages them to continue to be motivated and eager to play and learn. Children have many opportunities for self-initiated learning enhanced by adult planned activities and experiences both indoors and outdoors.
The key person will be the main point of contact for parents, careers and other professionals, as they will have a close relationship with the child and family.
Children’s progress will be updated on Baby days which links expectations with the Early Years Foundation Stage. This highlights achievement and progression of development for each child. It enables staff to identify individualised 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 child’s care and education. Parents and carers are also given electronic daily feedback on their under threes child’s personal care and experiences. for over threes we give and receive information verbally, children of this age are able to verbally share their own experiences of nursery.
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 discuss this with the child’s parent/carers to agree how best to support the child, we create learning plans and review if they are effective. Practitioners must consider if any child may have special educational needs or a disability which requires special support. Working in partnership 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 Early Years Practitioners
Our qualified practitioners are here to care and facilitate learning. They do this through intentional observations and interactions. Our practitioners know the children very well and have a sound understanding of child development and appropriate learning strategies..
In the moment ‘Planning’ (IMP)
At Tiny Robins Interactions, interventions and key moments happen throughout every day. Adult forward planning focuses on providing new experiences and extending knowledge through the 3's we identify an intention for learning, implement a teaching strategey and review the impact this interaction has had. We devise. 3 goals/ next steps for each child to work towards, that match their learning needs..
We believe practitioners should be spending their time with the children and not completing paperwork.
FREE CHILDCARE AND EDUCATION
Depending on personal circumstances.
From September 2025, working parents of children 9 months to 5 years may be entitled to 30 hours of free childcare a week (38 weeks of the year).
Please be aware the funding entitlement does not come in to effect until the term after they meet the age requirement.
In addition -Every child over 3 years of age will be entitled to 15 hours free childcare (38 weeks of the year)
Non working parents of two year olds receiving certain benefits will receive 15 hours of free childcare a week (38 weeks of the year).
We also accept employer scheme childcare vouchers
Further information is available and support to apply is available from Liz / Ash
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 whole body control, fine motor and gross motor skills.
Personal Social and Emotional development ( Prime Area) relates to development in areas such as interaction, resilience, managing feelings, emotions and self-regulating behaviours.
Communication and language ( Prime area) relates to verbal and non-verbal communication, including sign.
Specific areas of development
Literacy relates to skills required for reading and writing.
Mathematics relates to number, space, shape and measure.
Knowledge of the world relates to knowledge of families, religion, cultures and the world around us.
Expressive arts and design relates to different media paints, chalks, Pencils and crayons, collage, box modelling and creative, sensory play and music.
The nursery operates a key person system. Each child will be allocated a key person on confirmation of their attendance. We also provide the family with an “All about me’ booklet to complete regarding their child’s experiences, values, interests, likes and dislikes. This will enable the key person to plan learning activities around the child’s interests, previous experiences and cultural background. This encourages them to continue to be motivated and eager to play and learn. Children have many opportunities for self-initiated learning enhanced by adult planned activities and experiences both indoors and outdoors.
The key person will be the main point of contact for parents, careers and other professionals, as they will have a close relationship with the child and family.
Children’s progress will be updated on Baby days which links expectations with the Early Years Foundation Stage. This highlights achievement and progression of development for each child. It enables staff to identify individualised 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 child’s care and education. Parents and carers are also given electronic daily feedback on their under threes child’s personal care and experiences. for over threes we give and receive information verbally, children of this age are able to verbally share their own experiences of nursery.
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 discuss this with the child’s parent/carers to agree how best to support the child, we create learning plans and review if they are effective. Practitioners must consider if any child may have special educational needs or a disability which requires special support. Working in partnership 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 Early Years Practitioners
Our qualified practitioners are here to care and facilitate learning. They do this through intentional observations and interactions. Our practitioners know the children very well and have a sound understanding of child development and appropriate learning strategies..
In the moment ‘Planning’ (IMP)
At Tiny Robins Interactions, interventions and key moments happen throughout every day. Adult forward planning focuses on providing new experiences and extending knowledge through the 3's we identify an intention for learning, implement a teaching strategey and review the impact this interaction has had. We devise. 3 goals/ next steps for each child to work towards, that match their learning needs..
We believe practitioners should be spending their time with the children and not completing paperwork.
FREE CHILDCARE AND EDUCATION
Depending on personal circumstances.
From September 2025, working parents of children 9 months to 5 years may be entitled to 30 hours of free childcare a week (38 weeks of the year).
Please be aware the funding entitlement does not come in to effect until the term after they meet the age requirement.
In addition -Every child over 3 years of age will be entitled to 15 hours free childcare (38 weeks of the year)
Non working parents of two year olds receiving certain benefits will receive 15 hours of free childcare a week (38 weeks of the year).
We also accept employer scheme childcare vouchers
Further information is available and support to apply is available from Liz / Ash