Whizz Kids

Teaching and Learning Policy

At Whizz Kids Nursery we recognize that children learn best through playing and interacting. Through child initiated play our children explore and develop learning experiences, which help them make sense of the world.

They have the opportunity to think creatively alongside other children and adults as well as on their own. They communicate with others as they investigate and solve problems.

This policy outlines our philosophy for teaching and learning at Whizz Kids Nursery. The Early Years Foundation Stage is based upon four themes which we have used to develop this policy. They are:

A Unique Child
Positive Relationships
Learning and Development
Enabling Environments

A Unique Child

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. At Whizz Kids Nursery we embrace the uniqueness of each child. We value and celebrate each child and their family and are honoured to be part of each child’s unique learning journey.

Positive Relationships – A Keyworker

We aim to develop a good relationship with all children, interacting positively with them and taking time to listen to them. At Whizz Kids Nursery each child is allocated a keyworker.

The keyworker approach is aimed at enabling and supporting close attachments between children and practitioners. Attachment provides a sense of security so that children can become confident, independent and capable young learners.

The role of the keyworker is to meet the needs of each child in their care and respond sensitively to their feelings, talking to the parents, and working in partnership with them.

Learning and Development

We recognize that children learn and develop in different ways and each child’s learning is unique. The Early Years Foundation Stage guidance identifies three characteristics of Effective Learning:

Playing and exploring (engagement)

Finding out and exploring
Playing with what they know
Being willing to ‘have a go’

Active learning (motivation)

Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do

Creating and thinking critically (thinking)

Having their own ideas
Making Links
Choosing ways to do things

Learning through play

‘In their play children learn at their highest level.’

We understand that childhood is part of life and not preparation for further education and adulthood. Children should feel appreciated, be able to express their feelings, ideas, thoughts, identities and relationship in a positive, caring, playful and stimulating environment.

Children will be able to explore at their own pace, be respected as autonomous, self-motivated individuals and given consistent boundaries
The majority of play within the setting will be child-led, with practitioners following children’s interests, helping children to take initiatives, make their own decisions and become active learners
At all times staff will be actively engaged with children and their learning either by careful observation of children; listening and watching play or by sensitively joining in children’s play in order to develop it.
Practitioners will work to support children’s reasoning while challenging them to re-examine and extend their understanding of the world. They will do this by using open ended questions, modelling and developing language for communication and for thinking, or modelling play itself
Practitioners will use children’s interests to move children on by building on and extending children’s skills and knowledge

Developing warm relationship and initiating high quality interaction

‘Warm, trusting relationships with knowledgeable adults support children’s learning more effectively than any amount of resources’

All staff are role models in their relationships with other staff, parents and children

Practitioners will sensitively involve themselves in all areas of children’s play and activity supporting development throughout the Early Years curriculum.
Staff understands that every child develops individually and therefore different levels of communication and interaction are necessary.
Staff will show a warm and loving attitude towards children in the environment and ensure their non-verbal communication (body language) is open and caring
In their interactions, adults aim not to think for children, but instead, using sensitive questions and comments, and modelling thinking out loud, help children to think for themselves.
Staff will help children to develop resilience by encouraging them to persevere and by providing an environment in which children feel secure in facing challenge

Working with Parents

‘Parents are children’s first and most enduring educators. When parents and practitioners work together in early years settings, the results have a positive

impact on children’s development and learning.’

Research has demonstrated the tremendous impact that the quality of the home learning environment has on a child’s development. We believe that parents and carers are a child’s first and most enduring educator and that when parents and practitioners work in partnership it is to the great benefit of the children

In order to capitalise on children’s nursery and home experience we work closely with parents and carers to share information which can then be built upon in school.

Ongoing dialogue between staff and parents begins with home visits before starting nursery and continues with regular formal and informal information sharing.

We will provide support, information and Coffee Afternoons for parents that enrich and underpin the learning in the nursery

Providing an enabling environment

‘A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor environments.’

An enabling environment includes the emotional environment, indoor environment and outdoor environment.

Staff ensures:

Children are able to access other classroom and the outside area at as they choose and adults in those areas will support, extend and develop children’s learning with warmth, respect and empathy
Resources are developmentally appropriate and can be used in a range of ways.
The environment is safe and well organised into discrete areas of learning where continuous provision is well planned for.
Resources are high quality and safe
Resources are available for children to select themselves to support independent learning and reflect the local community and world around us
Tidy up time is included in the session as a teaching and learning time for all children

Ensuring the high quality of outdoor learning

‘Being outdoors has a positive impact on children’s sense of wellbeing and helps all aspects of children’s development.’

Continuous provision and focus activities are planned for daily, building on observations of child initiated learning and/or asking children for their ideas.
Children are taught how to use tools safely and appropriately
Children are taught how to risk assess when using the climbing equipment
Staff ensure that all areas of learning are included in the outdoor area
By providing appropriate all weather clothing for children and adults the children will have access to the outdoor area whatever the weather, sunshine, rain or snow

Planning and providing a personalised learning.

‘Babies and young children are individuals first, each with a unique profile of abilities.’

Personalised learning requires the nursery staff to carefully plan activities and experiences so that all children can access a broad and balanced curriculum while following their individual interests and learning styles.

Personalised learning does not mean that all children require an individual educational program but that teaching and learning is informed by a thorough understanding of the needs, interests, experiences and diversity of all of our children.

Staff members will:

Take account of children’s learning styles and the observable patterns of behaviour that children demonstrate when they are playing and exploring (schemas) and work hard to meet those needs in an appropriate way
Prioritise finding suitable spaces for children to explore their play ideas (for example throwing or transporting).
Develop and maintain a thorough knowledge of their keychildren and their families and use this information to plan activities and experiences that will raise the level of achievement for all
Take special care to meet the needs of all children whatever they may be
Work hard to include all children who wish to participate in an activity, providing appropriate support where necessary
Implement the nursery’s equality policy and value, respect and celebrate the diversity of the setting and its communities

Experiences in early childhood are the foundation on which children build the rest of their lives and it is vitally important to get it right for all children.