Our curriculum is focused and centred around the individual child. We aim to embrace the interest of the children and be responsible to their curiosity and thinking. Our free flow indoor/outdoor approach and enabling environment is one of our most valued aspects of our practice. This is reflected within our ethos of our setting and has been a key factor in the development of our curriculum. Our children are given the opportunity to explore, take risks safely, and develop a love for nature and the outdoors.

Our practitioners are facilitators to children’s learning. Their role is to observe , support, encourage and extend learning, offering exciting and engaging activities whilst listening to the child and tuning in to their needs and interests.

 We use direct observation to evaluate how your child is developing. We record their growth and potential based on the data received from these observations, photographs, and videos. We believe that parents are the most knowledgeable about their children and ask them to provide information about their child’s interests, and how they are helping them develop. We also create regular summaries of the children’s accomplishments based on all of the gathered data. These summaries serve as part of the children’s achievement records and they are made periodically and at times of transitions, such as when they change groups or begin school. 

The curriculum and practice of our prschool is inspired by the Reggio Emilia and Froebel approach.

Reggio Emilia – Named after the Italian town in which it was developed after the second world war, by Loris Malaguzzi, this approach places children at the centre of practice. Children are seen to have unlimited potential where adults support and promote the children’s interests.

Children are encouraged to express themselves and the ‘100 languages’ metaphor explains the many varied ways children demonstrate understanding. We promote independence, resilience, and exploration.
practitioners set up inviting spaces for children to enter and explore materials. This can be especially important for visual learners. For example, our arts & craft workspace is always neat and stocked with all the necessary materials for children to exercise their skills.

Friedrich Frobel – Was a German educator who invented the concept of kindergarten. The Froebelian approach promotes the importance of play because it allows children to understand their world by directly experiencing it. A key part of Froebel’s early years Pedagogy is that each child is offered play opportunities that are right for their stage of development.

Children need opportunities to make choices, errors, and decisions. This is how they learn what is right for them as an individual. They should have opportunities to engage in repeated actions to embed deep learning and knowledge.

Our children are offered opportunities to talk, listen and communicate with other adults an children.

Our teachers are highly qualified and experienced in early childhood education. They are committed to providing a safe, nurturing, and stimulating environment for children to learn and grow. Our teachers work closely with families to ensure that each child's individual needs are met and that they receive the support and guidance they need to develop to their full potential.