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  • The Early Years Foundation Stage

    The Early Years Foundation Stage

    The Early Years Foundation Stage, (EYFS) requires early years practitioners to review children’s progress and share a summary with parents at two points.

      • between the ages of 24 and 36 months through a progress check
      • at the end of reception through the EYFS profile.

    ” Early Years Outcomes” September 2014  guidance aims at supporting practitioners throughout the early years in making best fit judgments about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age.

    In practice staff carefully plan learning opportunities into children’s play, which takes into account each child’s stage of development as identified through observation , discussions, parent partnerships and assessment.

    We strongly believe that you as parents are the primary educators of their children and your role is vital in guiding us in really getting to know your child. Through developing positive partnerships with our team and your child’s key person we can all work together to help maximise your child’s full potential through unique, fun, purposeful and inspiring play.

    The initial profile of your child that you share with our team will help staff get to know your child and have a starting point from which to plan and offer learning activities that will excite and draw your child into extending skills and knowledge. Staff will work closely with you as a family and aim to establish close professional working partnerships that will encourage information sharing and support learning both in the nursery and at home.

    The nursery team regularly observe, record and analyse children’s learning and development using observations and photographs. Information is also gathered from parent/carers to ensure that there is a shared partnership in supporting the child’s learning journey. By doing this, staff can assess where a child is in terms of learning and development and work with parent/carers in planning meaningful opportunities that provide the next steps in progressive learning and development. Practitioners will also listen and discuss with children their experiences and activities and encourage them to plan, select and organise activities that interest them, encouraging them to be independent learners. This information is then collated by the child’s key person and mapped against what the child is already securely achieving and identify ‘Next steps’.

    This approach enables the key person, family and the nursery team to identify children’s Next Steps for learning and development and identify what level of support , strategies or interventions individual children may require to support their positive progression.

    Practitioners are trained to be sensitive to the individual development of each child and encourage them to stretch their learning, ensuring that they are well supported and never pushed beyond their capabilities and comfort zones. This ensures that children remain motivated, excited and enjoy the experiences on offer. By laying the secure foundations required to scaffold future learning the setting’s ethos of “ Learning through Play” encapsulates the Early Years Foundation Stage for children from Birth to Five and works inline with the Government’s vision in ensuring that all children have the best possible experiences and start in their early years.

    The Kiddlywinks team develop educational programmes that are focused on different themes and are derived from children’s interests and emerging curiosity. Within these themes we aim to promote the seven areas of learning and development which are all interconnected and important, however practitioners focus predominantly on the three Prime Areas that are believed to be crucial for igniting children’s curiosity and enthusiasm for learning and are central to building the children’s capacity to learn, form relationships and thrive.

    By focusing initially on the Three prime Areas of Learning and Development, children will be further supported in developing skills, knowledge and attitudes that will help them progress in the Specific Areas of the curriculum and as a result, develop foundations for good future progress and school readiness.

    All early years providers are legally required to meet the Early Years Foundation Stage requirements and all Kiddlywinks Practitioners have undergone extensive training to ensure they can deliver care and education that is in line with all current legislation.

    Effective practice in the Early Years Foundation stage is based on Three Prime Areas and Four Specific Areas.

    The Three Prime Areas

    The three areas reflect the key skills and competences that children require to develop and learn effectively and become ready for school. They are;

    Communication and Language

      • Listening and attention; 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 and actions. They give their attention to what others say and respond appropriately, whilst engaged in other activities.
      • Understanding; Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
      • Speaking; Children express themselves effectively, showing awareness of listener’s 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 and events.

    Communication and Language development involves; giving children opportunities to experience language rich environments, to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.

      • Physical Development;
      • Moving and handling; children show good control and coordination 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.
      • Health and self-care; Children know the importance of 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.

    Physical development involves; providing opportunities for young children to be active and interactive and to develop their co ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

      • Personal , Social and Emotional Development;
      • Self – confidence and self- awareness; 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 do not need help.
      • Managing feelings and behaviours; Children talk about how they and others show feelings, talk about their own and other behaviour, and its consequences and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow rules. They adjust their behaviour to different situations and take changes in routine in their stride.
      • Making relationships; 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 each other’s needs and feelings and form positive relationships with adults and other children.

    Personal , Social and Emotional development involves: helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for one another; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

    These three PRIME AREAS are considered to be the basis for successful learning in the following SPECIFIC AREAS of the curriculum, as children grow in confidence and ability.

    The Four Specific Areas

      • Literacy
      • Reading; Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
      • Writing; Children use their phonetic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

    Literacy development involves: encouraging children to link sounds and letters and to begin to read and write. Children will be given access to a wider range of activities and resources to ignite their interests such as poems, books and other written materials.

      • Mathematics
      • Numbers; Children count reliably with numbers 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
      • Shape, Space and Measure; 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.

    Mathematics involves; providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and describe shapes, space and measure.

      • Understanding the world
      • People and communities; children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and they are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
      • The world; 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 the environments may vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
      • Technology; Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

    Understanding the world involves; guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and environment.

      • Expressive arts and design
      • Exploring and using media and materials; 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.
      • Being imaginative; 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 play and stories.

    Expressive arts and design involves; enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play , and design and technology.

    Further details regarding the Early Years Foundation Stage and the early learning goals can be found at www.foundationyears.org.uk

    How We Will Support and Promote Children’s Learning and Development

    Children will be encouraged to become independent. Staff will help them focus on some of the following self – help skills:

      • Feeding themselves with a spoon
      • Helping to tidy toys away
      • Wash their own hands and brush their teeth after lunch
      • Attempt to put on their own jackets for outside play
      • Potty train and be self-confident even when accidents happen

    They will be encouraged to develop their cognitive skills in:

      • Learning their first and last names
      • Using words to express their own wants and needs
      • Participating in stories, finger rhymes, songs
      • Identifying colour and shape
      • Naming body parts
      • Attempting to count 1 –10
      • Verbally interacting with peers
      • Beginning to be aware and recognise ABC’s and interact with the written world around them

    Staff will stimulate vocabulary skills through various activities including physical activities:

      • Running, jumping, skipping, stretching, walking, rolling a ball, using large apparatus, riding bikes.
      • Eye hand coordination will be developed through the use of, puzzles, pegs, construction toys, block building, the use of buttons, zips, fasteners, ties, scissors
      • Painting gluing, cutting, drawing

    Socially, children of this age will be encouraged to:

      • Share
      • Take turns
      • Interact positively with others
      • Be part of a wider community
      • Respect each other

    Musical opportunities will be developed through:

      • Free and structured play with musical instruments
      • Large group work and individual experimentation
      • Singing, rhyming and poems
      • Experimenting by moving to music, marching in a band, creating own movements to music
      • To begin to appreciate different styles of music and recognise some differences


    All children will be encouraged to develop their language skills through:

      • Understanding concepts through first hand experiences e.g. obstacle course: over, under, through etc
      • The use of complex sentences by adults to build on the children’s expressive and communicative skills
      • Asking questions and answering with confidence
      • Being encouraged to find out the answers to their own questions through sustained shared thinking.
      • Talking about their own experiences, ideas and views
      • The use of books, pictures, stories, poems and nursery rhymes. Through this the children will become accustomed to styles of language

    The Unique Child + Positive Relationships + Enabling Environments = Learning and Development.

    We have information booklets on the Early Years Foundation Stage available for you to take home and read at your leisure. Please feel free to chat to our staff. They will be able to give you information of how the Early Years Foundation Stage will benefit your child.

    In addition please click on our ’Extending your child’s learning at home’ tab for ideas and don’t forget to let us know how your child has come on.

  • Contact Details

    The Meadows, Tel: 01768 210500
    Eamont House, Tel: 01768 864000
    Email: karenjames2000@btinternet.com

  • OFSTED Registered

    Register Number: EY388855 Kiddlywinks Day Nursery is an OFSTED registered provider and admits children aged from three months to school entry age.
  • Opening Hours

    Opening hours: 8.15am – 5.45pm, however we can offer an early start or late finish between the hours of 8am and 6pm,