Curriculum

Helping every child to learn, grow and flourish

At Jack and Jill Nursery, we base our curriculum on the Early Years Foundation Stage (EYFS), placing children’s learning within the familiar and meaningful context of their families, local community, changing seasons and special occasions throughout the year.

We provide a broad, balanced and enjoyable curriculum that supports every child’s learning, development and wellbeing. The EYFS sets the standards for the learning, development and care of children from birth to five years old.

We recognise that every child is unique and develops at their own pace. Our practitioners get to know each child well and consider their individual interests, experiences, abilities and stage of development when deciding how best to support them.

Children are encouraged to make choices, initiate their own play and develop independence. Practitioners observe and interact with children as part of everyday nursery life, using their professional knowledge to understand what each child already knows and can do and to provide appropriate experiences, encouragement and challenge.

A secure, safe and happy childhood provides an essential foundation for future learning and development. We aim to help children become happy, confident, curious and increasingly independent learners who are well prepared for the next stage of their education.

Learning through play

Young children learn best when they are actively involved, interested and enjoying themselves.

Our curriculum is delivered through a combination of:

• child-led play and exploration;
• purposeful adult-guided activities;
• stories, songs and conversations;
• creative and sensory experiences;
• physical activity;
• small-group and individual learning;
• everyday routines;
• regular outdoor learning.

Practitioners use their knowledge of each child to extend learning by introducing new ideas, vocabulary, resources and experiences.

Although much of children’s learning takes place through play, our curriculum is carefully considered and purposeful. Practitioners understand what they want children to learn and provide experiences that build on what children already know and can do.

The seven areas of learning and development

The EYFS contains seven interconnected areas of learning and development. All seven are important and are supported throughout the nursery day.

The three prime areas

The prime areas are particularly important in supporting children’s early development and future learning.

Communication and Language

We provide a language-rich environment in which children are encouraged to listen, understand, communicate and enjoy conversations.

Practitioners talk with children throughout the day, introduce new vocabulary and give them time to express their ideas. Stories, songs, rhymes, role play and group discussions help develop confidence and communication skills.

Physical Development

Children are given regular opportunities to develop their balance, coordination, strength and control.

Our indoor and outdoor environments encourage children to run, climb, build, dance and take part in energetic play. Drawing, painting, threading, using tools and handling small objects help develop the fine-motor skills needed for dressing, eating and writing.

We also help children learn about healthy choices, personal care and managing their physical needs with increasing independence.

Personal, Social and Emotional Development

Secure relationships and emotional wellbeing are central to children’s learning.

Practitioners help children develop confidence, recognise and manage their feelings and form positive relationships. Children learn to share, cooperate, take turns and resolve everyday disagreements with appropriate support.

We encourage children to become increasingly independent and resilient, while knowing that trusted adults are available when they need help or reassurance.

The four specific areas

The specific areas allow children to apply and extend the skills developed through the prime areas.

Literacy

Children develop an enjoyment of books, stories, songs and rhymes from an early age.

We help children understand that print carries meaning and encourage them to talk about characters, events and ideas. As children become ready, they explore sounds, letters, mark-making and early writing in ways appropriate to their stage of development.

Books, signs, drawing and writing materials are available throughout the nursery so that literacy becomes a natural part of children’s play.

Mathematics

Mathematical learning is incorporated into play, routines and practical activities.

Children develop an understanding of number, counting, quantity, patterns, shape, space and measure. They may count objects, compare sizes, sort materials, create patterns or explore capacity while playing.

Practitioners introduce mathematical language and help children notice relationships, solve simple problems and explain their thinking.

Understanding the World

Children are naturally curious about the people, places, living things and technology around them.

We encourage them to explore, investigate, ask questions and talk about what they notice. Their experiences may include learning about families and communities, observing plants and animals, exploring natural materials and discovering how things work.

We value the different cultures, languages and experiences represented within our nursery community and help children respect both similarities and differences.

Expressive Arts and Design

Children are given frequent opportunities to explore materials, sounds, movement and imaginative ideas.

They can paint, draw, model, build, sing, dance, make music, tell stories and take part in imaginative play. Children are encouraged to make their own choices and develop their own ideas rather than simply reproduce an adult’s example.

How children learn

As well as considering what children learn, we consider how they learn.

The EYFS identifies three characteristics of effective teaching and learning:

Playing and exploring

Children investigate, experience new things and are encouraged to have a go.

Active learning

Children become involved in their activities, concentrate, keep trying when something is difficult and enjoy achieving what they set out to do.

Creating and thinking critically

Children develop their own ideas, make connections and choose different ways of doing things.

Practitioners support these characteristics by providing an engaging environment, allowing children time to become deeply involved in their play and offering help and encouragement when needed.

Communication and vocabulary

Communication and language underpin all areas of children’s learning.

Practitioners model clear language, introduce new words in meaningful contexts and encourage children to talk about their experiences, thoughts and ideas. We place particular importance on stories, songs, rhymes and conversations.

Children who communicate in more than one language are welcomed and valued. We work with families to understand and appropriately support each child’s language development.

The role of the key person

Each child has a named key person who takes a particular interest in their care, development and emotional wellbeing.

The key person helps the child settle into nursery, builds a warm relationship with the child and family and provides an important point of contact for parents and carers.

Although the key person has particular responsibility for monitoring the child’s development, all members of the room team contribute to the child’s care and learning.

Supporting children’s progress

Practitioners observe children naturally as they play and take part in nursery life. These observations help us understand each child’s interests, achievements and next steps.

Assessment is not about placing unnecessary pressure on children or repeatedly testing them. It helps practitioners decide how best to support each child and whether any additional help may be beneficial.

We share information with parents and carers through regular conversations and updates, the nursery Famly app and more formal progress discussions where appropriate.

When a child is aged between two and three, we complete the statutory progress check at age two and provide parents or carers with a short written summary of the child’s development in the prime areas.

Working in partnership with families

Parents and carers know their children best, and we value the information they share with us.

We encourage families to tell us about their child’s interests, experiences, achievements and any changes that may affect them. This helps us provide continuity and plan experiences that are meaningful to each child.

We also share ideas about how families can support learning through ordinary activities such as talking, reading, singing, counting, cooking, exploring outdoors and encouraging age-appropriate independence.

Inclusion and additional needs

We are committed to providing an inclusive environment in which every child is valued and treated with respect.

We adapt activities, resources and teaching approaches wherever reasonably possible to help children participate and make progress. Where a child may have a special educational need, disability or developmental delay, we work with their family, our Special Educational Needs Coordinator and, where appropriate, relevant outside professionals.

Admission and continued attendance are subject to an individual assessment of the child’s needs and our ability to meet those needs safely and appropriately, taking account of available staffing, space, expertise and resources.

Preparing children for their next stage

School readiness is about much more than recognising letters or numbers.

Throughout their time at Jack and Jill, children are supported to develop:

• confidence and curiosity;
• communication and listening skills;
• positive relationships;
• resilience and perseverance;
• independence in personal care;
• the ability to follow familiar routines;
• enjoyment of books and stories;
• early literacy and mathematical understanding;
• the ability to make choices and ask for help.

For children preparing to start school, we provide age-appropriate opportunities to develop these skills while ensuring that learning remains enjoyable and suited to each child’s stage of development.

We work with parents, carers and receiving schools to support a positive transition.

A curriculum that develops with the children

Our curriculum is reviewed regularly to ensure that it reflects the needs of the children attending the nursery, current statutory requirements and good early years practice.

It is not a fixed programme in which every child completes the same activity at the same time. It provides a clear framework while allowing practitioners to respond to individual children’s interests, needs and stages of development.

Above all, we want children to feel safe, valued and excited to learn. By combining secure relationships, purposeful play, skilled teaching and a stimulating environment, we aim to give every child a strong foundation for future learning and life.

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