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Email: enquiry@goodwayn.bham.sch.uk

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    We believe that children learn best by actively pursuing their interests and ideas through exploratory play, supported by teaching staff who extend their learning, facilitating the child's process of creating and developing theories about the world. 

    Children’s personal, social and emotional development is central to their learning and we support this through the development of positive and caring relationships. Each child has a Key Person and a key group of 13 children. We encourage the development of self-confidence and self-awareness and children become independent learners by choosing resources and accessing all areas of the nursery environment. We support children in managing feelings and behaviour through giving them the vocabulary to name a range of emotions and use a conflict resolution approach, where we help children learn how to find solutions to conflicts.

    Respect for children’s rights runs through our curriculum. We are a Unicef Rights Respecting School and this threads through our work. It helps develop children’s acceptance of difference and diversity and supports the development of a strong moral compass. It is evident in interactions between staff and children, where staff listen to children and children show respect for each other and for adults.

    We believe in child centred learning and plan for learning using the Development Matters in the Early Years Foundation Stage guidance which sets out what a child is expected to learn from birth to five.

    Prime areas

    •Personal Social and Emotional Development

    •Communication and Language

    •Physical Development

    Specific areas

    •Literacy

    •Mathematics

    •Understanding the world

    •Expressive arts and design

    We provide a rich and varied learning environment planning learning in all areas of the curriculum and allowing children to learn in a variety of ways, with a balance of child and adult initiated learning.

    We value learning outdoors, and believe that being outdoors has a positive impact on children's sense of well-being and on their development. We plan for learning outdoors across the curriculum and children have access to the outdoor learning environment throughout the day. All children take part in Forest School sessions every fortnight, developing self-regulation, risk management, and an understanding of the natural world.

    We encourage children to take responsibility for their own learning, to be involved, as far as possible, in reviewing the way they learn, what helps them learn and what makes it difficult for them to learn.

    We aim to develop the characteristics of effective learning through our teaching:

    We plan activities to meet needs identified from observation and assessment, and extend children’s learning through:

    Children with Special Educational Needs and Disabilities are supported with one to one work , visual aids, pre-tutoring with language used for planned activities, choice boards and pictorial timetables. Targeted small group work supports children with identified communication and language needs and a nurture group supports those with lower emotional well-being. More able children are supported through a phonics extension group and children eligible for Early Years Pupil Premium work in a small group with our teachers and with our ceramic artist.

    Development Matters in the Early Years Foundation Stage

     

    Click on the following link to access Development Matters in the Early Years Foundation Stage

    https://www.foundationyears.org.uk/wp-content/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

    Birmingham Local Authority Curriculum Statement 

    We follow Birmingham Local Authority Curriculum Statement which says that all children in Birmingham will experience a broad and balanced curriculum enabling them to grow and learn in an environment without prejudice or inequality.

    Click on the following link to access Birmingham Local Authority Curriculum Statement

    Birmingham Local Authority Curriculum Statement