Every child deserves the best possible start in life and the support that enables them to fulfil their potential. (Early Years Statutory Framework 2021)

At Hensall we want children to continue to be inquisitive, independent, enthusiastic and confident learners who are eager to make the next steps forward as they begin their school journey.

The Statutory Framework for the Early Years Foundation Stage provides the structure for our curriculum and approach. we use the four guiding principles to shape our practise.

• every child is unique, who is constantly learning and can be resilient, capable, confident and self-assured
• children learn to be strong and independent through positive relationships
• children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong relationship between practitioners and parents/carers
• children develop and learn in different ways and at different rates

There are seven areas of learning within the Early Years Curriculum and these are broken down into three prime and four specific areas.

Prime Areas

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

These prime areas are those most essential for your child’s healthy development and future learning. National research and our own experience shows that children have to make progress in the prime areas before they can comfortably and confidently operate and learn within the other four areas. For example, children have to develop their communication and language skills  before they can read and write.

Specific Areas

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

These seven areas are used to plan a balanced curriculum based on children's interests, enquiries and specific needs. Children learn through adult led teaching and activities as well as through independently accessed continuous provision, both inside and outdoors. Within provision, children learn through playing, exploring, talking, questioning, reflecting and interacting with adults and each other. Adults work with children within the provision to model quality talk and move learning on based on individual needs.