Learning through play

Staff plan for children's learning based on observations of their interests and the needs of each child, responding sensitively to feelings and behaviour. Parents and carers are regularly included and encouraged to contribute.

Nursery staff interact at the child's level using lots of language to describe and extend children's play and to encourage communication. By observing children and listening to their ideas staff see how they perceive information and can help them to further develop.

Children learn to express their ideas and experiences to others in many ways. Interesting and unusual resources that children can investigate and explore include small wooden boxes filled with jewels, magnifying glasses and tents with flash lights stimulate learning, development and conversation. Children learn from these experiences and from each other.

Early Years Foundation Stage

The EYFS statutory framework sets the standards that we must meet to ensure that our children learn and develop well and are kept healthy and safe. It promotes teaching and learning to give children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

At Northumbria University Nursery this means being sure each individual child is learning through high-quality play that's tailored to them. They develop at their own pace; having fun, making friends and learning as they play, becoming confident, secure children, who, when the time comes, are better prepared for their next childcare or educational setting. Not pushed, not pressured, but ready to reach their potential.

The child is at the centre of the Early Years Foundation Stage.

At Northumbria University Nursery we seek to deliver:

  • quality and consistency so that every child makes good progress and no child gets left behind;
  • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
  • partnership working between staff and parents;
  • equality of opportunity and antidiscriminatory practice, ensuring that every child is included and supported.

To achieve this, routines, resources and teaching methods are adapted to meet the diverse ways children develop and learn, providing space and schedules which children are familiar with and which build on their previous experiences.