• Moving and handling: children show good control and co-ordination 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 for 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.

• 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 don't need help.
• Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
• Making relationships: children play co-operatively, taking turns with others. They take account of one anothers ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.

• Numbers: children count reliably with numbers from 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 measures: 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.

• 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 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 environments might 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.

• 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.

Registered pre-school education providers follow a nine-point policy for a high quality curriculum.

• Is in the hand of practitioners
• Is dependent on practitioners and parents working together
• Ensures that children are secure and confident
• Respects different languages, cultural experiences and special needs of all children
• Builds on what children know already and extends their interests
• Uses valued approaches and teaching methods
• Recognizes feelings and involves other people
• Encourages children to learn for themselves
• Is dynamic

The Early Years Alliance philosophy is that children learn through play and in line with this we offer lightly structured sessions with a range of activities. All children are encouraged to learn when the time is right, and each child’s progress is carefully observed to ensure their individual needs are met. We work with smaller groups at story time and at circle time to ensure that each child is given the opportunity to express them -self and build self-confidence. All children come together to enjoy the social development of sharing a healthy and nutritious snack, consisting of fruit, savoury biscuit and a drink. This is also the time when any celebrations are enjoyed.

A “keyperson” will be allocated to each child and their family for the duration of their time at the setting. Overseen by the Manager Sam Hobbs and the Deputy Sarah Hobbs the keyperson will be responsible for recording observations of the child’s progress, planning activities appropriate to the child’s stage of development and for liaising with families via "TAPESTRY" an OFSTED Approved, secure interactive website on which parents and practitioners can share information regarding a child's progress and key developmental information. Progress check at aged 2: When a child is aged between two and three, practitioners must review their progress and provide parents and/or carers with a short written summary of their child's development in the prime areas. This progress check must identify the child's strengths and any areas where the child's progress is less than expected. If there are significant emerging concerns or an identified special educational need or disability, practitioners should develop a targeted plan to support the child's future learning and development involving other professionals (for example, the provider's Special Educational Needs Co-ordinator) as appropriate. Consultations are held each term to discuss the child’s progress and in the term before the child moves on to Reception Year, we produce a transition record (“All About Me” booklet), which will help the child’s new teacher to get to know them and help them to settle into their new environment. Upon request, the child’s progress file is available for you to see at any time. Should you have any worries or concerns regarding your child, please speak with the Manager, Sam Hobbs or Sarah Hobbs. 

We believe that parental involvement is an essential part of your child’s progress within the Pre-School. We encourage parents/carers to get involved with your Pre/School by spending one morning per term with us, (or as much time as you like) as we believe this creates an atmosphere of familiarity and friendship.

We encourage equal opportunities through play and stories. We welcome parents/carers to share their cultures with us through food, costume and traditions. DON’T BE SHY…. GET INVOLVED. WE ARE NOT JUST HERE FOR THE CHILDREN. WE ARE HERE FOR THE WHOLE FAMILY.