The curriculum is everything the children do, see, hear, and feel, planned and unplanned, both indoors and outdoors. This includes the dispositions and attitudes within our learning community. 

We believe children learn through play and have a right to play (article 31).Every child has a right to an education (article 28). Education must develop every child's personality, talents and abilities to the full. It must encourage the child's respect for human rights, as well as respect for their parents, their own and other cultures, and the environment (article 29). 

UN Convention on the Rights of the Child. We achieved the Rights Respecting Schools Award level 1 

We follow the Early Years Foundation Stage (EYFS 2017), the statutory framework that sets the standards for Learning, Development and Care for children from birth up to 5.

Four guiding principles shape our practice: 

Unique Child

Positive Relationships 

Enabling Environments

Children develop & learn in different ways & at different rates

The Early Years Foundation Stage (EYFS) sets the standards that all early years' providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children's 'school readiness' and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. 

We believe a secure, safe and happy childhood is important in its own right.

The safeguarding and welfare requirements (EYFS, 2017) cover the steps that we must take to keep children safe and promote their welfare.  

The learning environment is made up of the indoor, outdoor and emotional environment. As children, parents, practitioners or visitors, we all create the emotional climate through our relationships. Our provision is centred on the children & families and they are at the heart of what we do. Our vision is to build on child and family-centred practices to create a relationship-centred learning community.

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