Our Values are not written on the wall or learnt by heart but you will see them at the heart of our curriculum, they are lived each day in our School.

 Inspired

We have new experiences that excite us and make us want to join in

We have exciting and unusual opportunities to make marks and create artwork

We see the world around us through new eyes with adults who want us to make the most of every minute!

Valued

We all learn that they we are part of a school community

We value each one of us as an individual person with our own unique personality, beliefs, motives and talents

We see our role in the world

 
Curious

We learn by questioning the things we see and hear and feel

We see patterns and make connections to explain our world

We try new things, new foods, and activities and we meet new people

We learn new things

Safe

We are safe and secure

We trust the adults at the Nursery to look after us

We feel safe to take risks and challenge ourselves

We are helped by adults who challenge us and help us to answer our own wonderings

Kind

We express our feelings and listen to the feelings of others

We work together and encourage kind words and good listening

We learn to look after each other

Respectful

We find out about the different feelings and beliefs of others

We learn to share and take turns

We treat adults and children with understanding

Happy

We learn best when we are having fun!

We enjoy lots of different activities like singing and music, snack time, games and art

We laugh and have fun with adults who love their jobs!

The Curriculum at Kings Lynn Nursery School

A school’s curriculum comprises of all learning and other experiences that a school provides for its pupils. It is all those things children do, see, hear or feel in the school. This includes everything from the environment that children learn in to the interactions that go on putting lunchboxes away. Every minute at the Nursery school is a time in which the children are learning, making connections between what they already know and understand, and the things around them. Our Curriculum is the embodiment of our vision and values.

Our Vision ‘Discover, Explore and Grow’ is more than just a motto. These words are at the heart of our curriculum. It is through open exploration that children begin to make sense of the world and their place within it. The discoveries they make increase their knowledge and understanding giving secure foundations for future learning throughout their lives. During their time at the Nursery the children continue to grow into confident independent young learners ready for the challenges of school and beyond.

A long term curriculum plan shows celebrations and predictable seasonal interests that the children will learn about as well as Key stories and songs. Curriculum plans are sent home each half-term so that families know what we are learning about in school and can join in with activities at home. We welcome ideas and feed-back from families on what they have done at home.

 

Continuous provision planning and Skills progression documents show how the environment and adult role supports learning and progression.

The children learn through playful experiences with equally playful, knowledgeable and experienced staff. The staff plan experiences for learning, through children’s interests, and at times through themes that link to the wider world, the indoor and outdoor learning environment and the curriculum. Adults support and extend children’s play, learning and development, and assess children’s achievements and the planning of their next steps.

Each session children meet in a small group with their key person to find out about and share their learning, to sing, and to share feelings. These sessions are crucial to developing confidence and to children beginning each session at Nursery in the right way! Group sessions begin in the two year olds room with a focus on songs and rhymes. This supports children’s learning in so many ways – developing language, social skills, gross and fine motor control, an understanding of rhythm and rhyme and much, much more…

During most of the day children choose their own playful way to learn. They play with and alongside others with adults monitoring, joining in and extending play. 

Development Matters

We use the non statutory, national guidance document, ‘Development Matters’ to help us plan for our children’s learning. It sets out some key areas for children’s learning and  development. Our staff plan a curriculum which encourages the children to learn and develop in all these areas

 

The Prime areas:

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development

Prime areas are fundamental, work together, and move through to support development in all other areas.

 

The specific areas:

  • Literacy 
  • Mathematics 
  • Understanding the World 
  • Expressive Arts and Design

 

OPAL – Observing Play and Learning

 

We use a system called Opal to support assessment of the children’s learning and development. Opal  works on the basis of having very simple, six-monthly child developmental milestones, which we use to monitor children’s development. These milestones reflect what we believe a ‘typical’ child, should be able to achieve. When looking at the statements, we assess if the child has met the milestones and record a simple ‘yes’ or ‘not yet’. We know that not all children will have ‘typical’ development. Opal allows us to tell and celebrate each child’s story and focus on the support they need from us.

 

Starting points

Not long after a child joins us, we complete a ‘Starting Points’ assessment, looking at the milestones the child has just passed. For example if a child joins us at 39 months, we would look at the milestones for 36 months. This helps us to quickly identify children who are not reaching milestones and may need more support.

 

Spotlights

We spotlight each child every 6 months as they approach their next milestone. We observe children’s innovation, their creativity, their ideas, their intents and feelings. The insight that we gain enables us to discuss, reflect and plan our environment to support and shape future learning. We don’t want to plan a next step to tick a statement off a list. We want to plan learning that will be meaningful and memorable for that child.

 

As children reach their milestones at different points in the year ‘spotlights’ are spread out, making it fairer for the child as they are being assessed against the age-related milestones that they have reached, not a best fit judgement in a wide age-band.  This also reduces paperwork, making it manageable for our practitioners. No termly assessments of all children at the same time!

 

The EYFS Statutory Framework

All schools and Ofsted-registered early years providers must follow the EYFS statutory Framework, including childminders, preschools, nurseries and school reception classes. The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care.