Educational Ethos

At 22 Street Lane Nursery, we aim to achieve the highest standards of childcare and education each and every day through nurturing our your children; we provide an exceptional, child focused learning environment where children flourish and thrive under the care of our expert practitioners.

The Early Years Foundation Stage;
We work within the framework of the Early Years Foundation Stage (EYFS), which sets out the standards for the learning, development and care of children from birth to five years old. We are deeply committed to fulfilling the requirements of the EYFS, enabling us to deliver high quality education and childcare experiences for all children.  One practitioner will be allocated as ‘key person.’ to your child.  Your ‘key person’ will work closely with you and your child to support their individual interests and learning needs, planning exciting and stimulating activities that encourage their active learning, play and exploration. Our team continually interact with the children, promoting their creative and critical thinking skills and early language and communication.

The Reggio Emilia Approach;
Our practice is further influenced by the principles of the internationally renowned pre-schools of Reggio Emilia; guided by these principles, the team have defined a ‘shared vision of the child.’ Children are viewed as creative, competent, curious, active learners and explorers, who are extremely interested in connecting to the world around them. Our team are deeply aware of children’s potential, guiding and supporting children as they access their well organised, accessible environment. Our play rooms promote a calm and joyful atmosphere, while allowing children to explore the fascinating elements of light, shadow, reflection and colour.

Collaboration and co-operation are central to our ethos. The relationship between parents, children and practitioners is key to the success of our children’s learning and we provide constant opportunities for all of their views to be heard and acted upon.  We also support children in their understanding of community, believing that powerful children are helped to understand that they have duties and responsibilities as well as rights.  Our planning for children is reactive and is primarily based on the interests, conversations, ideas and questions that come from our children. Our practitioners closely observe and listen to the children, and plan activities and project work based on their observations. They introduce materials and resources that will extend their thinking and nurture their enquiries. The child is seen as an active participant in their learning.

Creativity is at the heart of all learning experiences and we place great value in children’s ideas. To enable these ideas, we provide lots of open ended recycled and natural resources which encourage children to develop their own thinking. In our opportunity rich garden, children can access a performance stage, high quality building blocks and natural spaces for discovery.  Much attention and value is given to the documentation of learning and the learning process takes priority over the final product. We document, record and display the children’s learning on low level display boards and tables, as well as through our online learning journal which is shared with families.

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We view children as competent, active, enquiring thinkers who are powerful learners and who instinctively engage with people, objects and events to make sense of the world around them.
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