Learning & Development

At Halesworth Day, we deliver the highest standards of Care & Education for all children who attend our setting. Our practice is delivered in accordance with a statutory framework called the Early Years Foundation Stage (EYFS) which was established by the Department for Children, Schools and Families. The EYFS sets the standards for Learning, Development and Care for children aged birth to five.

 

Please read our Parents Guide to the EYFS by following the link below:

Key Person

Whilst all members of staff are involved in the care and development of your child our use of the ‘key person system’ means that one staff member is given personal responsibility for leading and closely monitoring the settling in process and recording and monitoring your child’s learning and development in their individual learning journey. The key person’s role is to get to know your child when they first join us, to build an understanding of their individual needs and communicate these to other staff members, and to support them whole heartedly, throughout their time at the nursery.

 

Every child is unique with special skills, interests and ideas, and the more we understand about your child, the better we can support them in the right way. Building a healthy attachment with a key person is essential for your child’s well-being and development and gives them a nurturing environment in which they can learn and grow. We aim for your child to feel happy, safe and valued from the earliest opportunity.

Attention will also be paid to developing a strong and trusting relationship with you as parents/carer’s – sharing information and working together. Your child’s key person will contribute their knowledge of child development whilst you offer personalised knowledge about your child. This positive and supportive partnership will enable us to work closely with you to ensure that your child – and you – experience the very best out of his or her time here.

 

Recognising the value of the key person role means every effort is made to ensure that your child’s key person is available during their sessions, however on occasions the key person may be absent. In this case your child’s ‘key buddy’ will be happily available to step into the role alongside all of our skilled practitioners.  All children are given a ‘Key Buddy’ who will have built a positive relationship with your child during their interactions and have sufficient knowledge of their unique needs to ensure that your child continues to feels happy, secure and supported in the absence of your child’s key person.

Whilst all members of staff are involved in the care and development of your child our use of the ‘key person system’ means that one staff member is given personal responsibility for leading and closely monitoring the settling in process and recording and monitoring your child’s learning and development in their individual learning journey. The key person’s role is to get to know your child when they first join us, to build an understanding of their individual needs and communicate these to other staff members, and to support them whole heartedly, throughout their time at the nursery.

 

Every child is unique with special skills, interests and ideas, and the more we understand about your child, the better we can support them in the right way. Building a healthy attachment with a key person is essential for your child’s well-being and development and gives them a nurturing environment in which they can learn and grow. We aim for your child to feel happy, safe and valued from the earliest opportunity.

 

Attention will also be paid to developing a strong and trusting relationship with you as parents/carer’s – sharing information and working together. Your child’s key person will contribute their knowledge of child development whilst you offer personalised knowledge about your child. This positive and supportive partnership will enable us to work closely with you to ensure that your child – and you – experience the very best out of his or her time here.

 

Recognising the value of the key person role means every effort is made to ensure that your child’s key person is available during their sessions, however on occasions the key person may be absent. In this case your child’s ‘key buddy’ will be happily available to step into the role alongside all of our skilled practitioners.  All children are given a ‘Key Buddy’ who will have built a positive relationship with your child during their interactions and have sufficient knowledge of their unique needs to ensure that your child continues to feels happy, secure and supported in the absence of your child’s key person.

Your child's Learning Journey (Tapestry)

Your child’s key person will be responsible for recording their individual learning journey – this is completed through our secure online system ‘Tapestry’ which the nursery invests in to increase parental engagement. During your child’s session their key person will observe them during play and interactions, planning for experiences and activities by expanding and developing current interests. What children can do (rather than cannot do) is the starting point of a child’s education.

 

We actively encourage you as parents to contribute to your child’s learning journey, inviting you to add photo/video’s and observations from home, sharing your child’s experiences and key interests. Sharing information enables us to enhance these interests and experiences within nursery.

 

For further information about your child’s development and ‘what to expect when’ please follow the link below:

Planning for Your Child's Learning and Development

At Halesworth Day Nursery we firmly believe that children are all born with immense potential and are foremost their own educators – natural learners with ability, curiosity and imagination. It is this belief that has led us to adopt ‘In the moment Planning’ as our approach to support and extend children’s learning and development.

 

In the moment planning is something we do very naturally as parents and professionals – every time we look at or listen to a child we are assessing and planning how to respond. The response is planned in the moment. It must start with the child and is led by the child – then the aim is to find ways to respond in a way which suits the child. Our staff seize that moment and therefore support the child immediately, having a positive impact.

 

At Halesworth Day Nursery we understand that for learning to take place, children need to feel safe and secure with high levels of wellbeing. When planning for children’s learning and development it is our knowledge of the child and their individual interests that provides us with our starting point. This ensures that the child feels content and valued and it is then that new learning is possible. Progress is maximised by putting a child’s wellbeing first and responding in ways that respect and value each child’s unique identity.

 

We place great importance on children being fully engaged – but what does this look like? A fully engaged child is happy, independent, confident, unique, taking risks, taking the lead, communicating, challenged, creative, secure, curious, persistent, sociable and enthusiastic – the list goes on.

 

When children are deeply engaged brain development is enabled with new synapses forming and this means they are making progress. Deep involvement indicates brain activity and this happens most during high quality child initiated play. A lack of child-initiated play severely limits possibilities for children to explore and communicate their own interests and ideas. It also restricts opportunities for children to engage in the sort of dialogue that can scaffold their understanding and knowledge of the world around them. Genuine child initiated play is spontaneous and belongs to the child, it is not imposed by adults with any kind of agenda or what they feel the child should be doing and learning! True child initiated play cannot be pre planned because we don’t know what the children will initiate. That means that our highly skilled practitioners plan as they go, plan spontaneously – plan in the moment and respond to children’s individual needs as appropriate.

 

For this approach to be successful it is essential that we know all of our children incredibly well. From the first moment we meet them we are focusing on finding out as much as we can about them as an individual. This information enables us to support their wellbeing, learning and development from our very first interactions.

 

Educating our parents is a focus that we are passionate about, working in partnership with you as the most influential educators in your child’s life will enable us to achieve the best outcomes for your child.

Children's Well-being and Involvement

We use the Leuven Scales to monitor emotional well-being and involvement (developed under the supervision of Professor Ferres Laevers at Leuven University) to underpin our practice. Planning of the environment, activities, experiences and the resources on offer aims to ensure that our focus is on personal, emotional and social skills. We monitor and observe the children to assess their levels of well-being and involvement. Children who score highly on the well-being scales are self-confident, resilient and resourceful. The well-being scales allow us to see if the children are having fun; if they radiate vitality as well as comfortable relaxation; if they are open and receptive to experiences. They have their basic physical needs met, also their emotional needs, their need for clear boundaries, their need for acceptance and affirmation – their need to be connected to some greater meaning than their own individual needs.

The involvement scales help us to know if children are at the limits of their capabilities – deeply engaged in their play, following their fascinations, are sufficiently challenged, with high levels of concentration. This happens in stimulating environments where levels of well-being are high. Staff offer stimulation, sensitivity and gives independence, allowing each child to lead their play, following their own interests and ideas.

We use the Leuven Scales to monitor emotional well-being and involvement (developed under the supervision of Professor Ferres Laevers at Leuven University) to underpin our practice. Planning of the environment, activities, experiences and the resources on offer aims to ensure that our focus is on personal, emotional and social skills. We monitor and observe the children to assess their levels of well-being and involvement. Children who score highly on the well-being scales are self-confident, resilient and resourceful. The well-being scales allow us to see if the children are having fun; if they radiate vitality as well as comfortable relaxation; if they are open and receptive to experiences. They have their basic physical needs met, also their emotional needs, their need for clear boundaries, their need for acceptance and affirmation – their need to be connected to some greater meaning than their own individual needs.

 

The involvement scales help us to know if children are at the limits of their capabilities – deeply engaged in their play, following their fascinations, are sufficiently challenged, with high levels of concentration. This happens in stimulating environments where levels of well-being are high. Staff offer stimulation, sensitivity and gives independence, allowing each child to lead their play, following their own interests and ideas.

Our Gallery

Location

Halesworth Day Nursery
School Lane
Rectory Street
Halesworth
IP19 8BW

Contact Us

Copyright Halesworth Day Nursery. Hosted by www.nurseryweb.co.uk