Our Aims

Is that Fishbourne Pre-School provides a safe, nurturing, warm and welcoming environment,  that helps parents and families of the local and surrounding area help their children thrive, achieve and be inspired to reach their own Early Years Learning goals ready for their  transition onto Primary School.

To create an atmosphere in which children feel valued, confident, and where they are motivated, become independent and learn how to socialise with other children and adults. We promote British values in our daily routine and celebrate every child's uniqueness in a welcoming and friendly atmosphere.

To ensure all children have equal access to the curriculum, and enable children to make progress according to their developing abilities, irrespective of their gender, ethnic, religious, social background, or additional support needs. We promote kindness; gentle hands and walking feet.

To value all parents and carers as partners in the education of their children.

 

Our approach

Learning through play is the way children learn. Your child is at the centre of the best practice, we understand that if the subject or topic is one that interests the child, then they will learn. We always take into consideration the Characteristics of effective learning and the children's starting points, celebrating  all children's wow moments. We provide structured sessions, maintaining high standards of quality learning, taking into consideration the children's next steps, which will be incorporated into the planning, demonstrating how, what and where learning is taking place. As a team we record ongoing observations on all children and meet with parents regularly to share and celebrate their child's progress.

We reflect on our practice regularly to continually seek to be better.

Staff are all qualified to (or studying towards)  a Level 3, or Level 5 and attend courses in improve their own development, this maybe in house, attending courses and online training.

 

Fishbourne Pre-School works with all appropriate professionals if required to support a child, for example SALT (Speech and language therapy) SEND (Special Educational Needs and Disability) support to ensure the correct strategies are implemented so each child can fulfil their full potential.

 

Through different forms of play, inside and outside the children can:

Explore, develop and represent learning experiences that help them make sense of the world.

• - Practice and build up ideas, concepts and skills.
• - Experience hands on opportunities.
• - Learn how to control impulses and understand the needs for rules. Be alone, be alongside others, or cooperate as they talk or express their feelings.
• - Take risks and know it is 'ok' to make mistakes.
• - Think creatively and imaginatively.
• - Communicate with others as they investigate or solve problems.
•  - Express fears or relive anxious experiences in a controlled and in the context of play. We follow the Early Years Foundation Stage (EYFS).
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The EYFS is tailored to the needs of each individual child and prepares them for the national curriculum, which begins in year one at Primary School.

Early years foundation stage (EYFS) statutory framework - GOV.UK (www.gov.uk)

 

The 7 areas in the Early Years Foundation Stage are split into three prime areas and four specific. The prime areas are the building blocks and are essential for future development.

Prime areas

1. Communication & Language

Children are encouraged to extend their vocabulary, by talking, listening and responding. Using stories, songs and rhymes in small and large groups. Some children communicate by using Makaton signing and/or PECS (Picture Exchange Communication System). Children are also encouraged to follow simple instructions and show understanding to 'how' and 'why' questions.

2. Physical Development

Children learn how to stay healthy by developing skills in moving, climbing and balancing. They also develop the fine motor skills they need to use tools, including pens, pencils, scissors and small tools handling them with increasing control. We promote healthy eating and provide rolling snack providing a healthy choice of foods. We encourage joining in with yoga and music & movement.

3. Personal, Social and Emotional Development

Children are individually supported in developing confidence, autonomy and self respect. They are encouraged to work and concentrate independently and also take part in the life of the Pre-school, sharing and cooperating with other children and adults. They learn to express their feelings for others, make choices and respect each other.

 

Specific areas

4. Literacy

Children have access to a wide range of reading materials, picture, story,  and factual books, to ignite their interest.

Children are allowed to borrow books, which they take home in their own book bag and return and exchange.

5. Mathematics

Children become familiar with numbers, understanding and using numbers, number problems, shapes, space and measure. We use songs, games, picture books to help children become aware of number sequences and simple mathematical language.

6. Understanding the world

Children learn to observe the features of objects, substances and living things, recognising differences, patterns and similarities. Children explore past and present events in their own lives and in the lives of their families and other people they know. They begin to gain awareness of cultures and beliefs of others.

Children learn about the world in which they live, their community and environment by visiting local areas and working together to grow herbs, plants and flowers. This supports their understanding of caring for living things.

7. Expressive Arts and Design

Children are encouraged to use creativity to express their ideas and feeling. Paint, glue, crayons, pencils, collage materials as well as natural and recycled resources to help them explore colour, shape and texture. Children act out stores, sing, dance and play musical instruments and there are many opportunities for imaginative role play. Using dressing up clothes and story sacks to extend their imagination.