Jenniflowers Pre-School Nursery - Fun and Nurturing Early Years 
       Education and Care in Southfields, London

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Our Learning through Play Focus

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The aim of the EYFS (Early Years Foundation Stage) is to ensure there is a consistency in care and level of learning
in a child's early years (0 to 5 years of age) throughout England. 

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

We support our children in the following 4 SPECIFIC AREAS OF LEARNING, 
through which the 3 PRIME AREAS are strengthened and applied:
Literacy  .  Mathematics  .  Understanding the World  .  Expressive Arts and Design

Every child is a unique child
Through positive relationships children learn to be strong and independent
Children learn and develop well in enabling environments
Children learn and develop in different ways and at different rates

We write observation reports (supported with photographs / child's artwork) on said activities and outings, aligning the observation with that particular area of development. Through ongoing observations of your child, we can determine what they are able to do at their level of development, and what steps to take next in the development of your child in that particular area. Being aware of what interests your child has, we are able to plan activities and outings accordingly, to best bring their potential to the fore. Each child develops at their own pace and we support each child individually. 

 'Wisdom begins in wonder' ~ Socrates

Areas of Learning in more Detail 

Personal, Social and Emotional Development
Our aim is to prepare each child to cope with the challenges of tomorrow’s world. We provide a wide range of experiences and activities that will develop the child’s concentration, self-discipline, social skills and love of learning. Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Physical Development
Fine motor – Gross motor – Dexterity – Skills – Strength – Muscles – Growth – Milestones
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Communication and Language
Our language activities cover all aspects of language development and provide a solid foundation for literacy skills. Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. 

Children use their phonic knowledge to recognise their names and their friends names. We have a 'letter of the week' every week and the children learn all about that letter and the sounds it makes, through songs, storytelling, puppet shows, found objects etc. 

Children count reliably with numbers from 1 to 20 (far higher generally!), place them in order and say which number is one more or one less than a given number. Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Our use of materials enable children to recognise that their perceptions of the world around them have a mathematical element, and to nurture this understanding in a carefully structured way.

Expressive Art and Design
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-pay and stories.

Understanding the World
Children are enormously inquisitive about the environment, about people and about the world. We divide these broad themes into discrete topics to integrate different aspects of the curriculum including geography, biology, science, history, cookery, and festivals and celebrations from around the world. Our children observe, explore and talk about their experiences, while developing their knowledge and understanding. They learn about similarities and differences between themselves and others, and among families, communities and traditions. Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Children recognise that a range of technology is used in places such as homes and school. They select and use technology for particular purposes.  

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26 March 2012 Ofsted inspection: 
''Resources are of a particularly high quality and help to stimulate children's learning and development. 
The organisation of the setting is such that children can move around freely, safely and independently.
It is well maintained 
and highly conducive to children's learning. She is an exceptionally inspiring childcarer 
who is committed to provide excellence in her setting.''  

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