Curriculum at Nettleham Infant School
It will hopefully come as no surprise that we are passionate about helping children learn. This may not be unusual for a school however we are committed to ensuring the way we teach and help children learn reflects our values and aims as well as the latest research on effective learning.
In line with our values we believe that children should be fully involved in their own learning. This means that they help to make decisions about their learning including setting their own targets and assessing their own learning as well as helping staff to plan exciting and relevant learning experiences. Our learning policy outlines how children learn in more detail and is available on request.
Whilst teachers plan topics and themes which they feel will excite and engage children, we also try to leave space for children to add their own ideas which can be built in.
Purposeful learning through imaginative inquiry
We believe children become more excited about learning when they learn for a purpose. This might be through linking learning to an educational visit or special event. We are currently developing a very exciting way of creating more purpose for children’s learning which is through developing imaginary scenarios. This might be through the children receiving letters and phone calls from imaginative characters or through the use of drama. Recent examples have included alien’s crash landing at school, children helping Swampy the Wood Elf from Whisby Nature Reserve build a new home (they visited him as well!) or children having themed dressing up days such as a Victorian school day. Our experience has been that children have been so excited by this that they do not realise they are learning!
How to Help Your Children
Early Years Foundation Stage
In The Moment Learning
A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation child need to make the most of their abilities and talents as they grow up.’
THE EARLY YEARS FOUNDATION STAGE
Statutory Framework 2012
In our school in the Early Years Foundation Stage (EYFS) we consider each child to be ‘unique’ which we nurture through our daily practice. This is in line with the revised EYFS 2012 which states:
“Practitioners must consider the individual needs, interests, and stage of development for each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all the areas of learning and development.”
We believe that children experience and learn in the here and now therefore not storing up their questions until tomorrow or next week. It is during these moments of curiosity, puzzlement, effort or interest that children show high levels of engagement; this is where the brain is the most active. High level involvement occurs most often when children are given the opportunity to pursue their own interests in an enabling environment.
The skilful adults in our team strive to facilitate and further children’s learning through observations and quality interactions. Our adults know the children very well and have a sound understanding of child development. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s wellbeing and learning (planning for their next moment).
With a work shop style environment and records kept on spontaneous planning and learning journeys, we believe the children are learning effectively.