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Our Curriculum

At the core of our Curriculum is the EYFS. Our Curriculum framework is the 7 areas of learning and we use Development Matters as a Progression Framework. In addition, is our unique curriculum that is adaptable to meet the needs of our individual children.

Our Goal:

is for all children to leave being Kind,

Resilient,

Confident,

Independent and

Curious

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Our core Values are:

 Happiness,

Respect and

Individuality

Our Curriculum is guided by:

  • Children's Interests

  • Events/Interests from home

  • Celebrations / Events

  • Community Links

  • Natural Progression - next stages in learning

  • Personalised needs of the child – where are they now and what they need next

  • Adult-led themes

  • Cultural capital (the essential knowledge, skills and behaviours all children require)

  • British Values (Democracy, Rule of Law, Individual Liberty, Mutual Respect, Tolerance of different cultures and religions)

  • Surrey Support Plan (plans put in place for children with additional needs)

Our Teaching is guided by:

4 Principles of the EYFS

  • Unique child

  • Enabling Environments

  • Positive relationships

  • Learning and development - characteristics of effective teaching and learning

In Practice by:

  • Providing opportunities to learn through play

  • Routines

  • Structured play (planned, Intentional)

  • Child-led / Child-initiated play (co-constructed)

  • Adult-led activities

  • Learning invitations and provocations

  • Following each child’s own unique learning style.

  • Schemas

  • Theorists

  • Scaffolding

  • Learn, repeat, refine, deeper learning

  • Teach it, practise it and apply it

We Assess Achievement:

​

Against our AIMS –

Do children feel nurtured?

Are children engaged in their learning?

Are children inspired to ask questions and continue their learning journey?

​

Against our GOALS –

Are children kind to each other?

Are they resilient?

Are they confident?

Are they independent?

Are they curious?

​

  • Formative assessments - Daily observations, Questioning, Conversations, Reflections, Child’s voice, Weekly observations on Tapestry

  • Summative assessments – 2-year check, Baseline assessment, Check Points, Half termly Tracking, Parent meetings, End of year Summary, Transition Reports, Action Planning.

  • Parent Input and Parent/Child Review

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