At Martenscroft, we are committed to providing high quality care, education and support in a welcoming and safe environment for children, families and our local community. All are encouraged to learn and have fun in our creative and vibrant centre where everyone is given the opportunity to express their individuality and be at the heart of everything we do.
The intent for our curriculum at Martenscroft Nursery School is to ensure the all round, holistic development of the child is fully and uniquely planned for, equipping children with the attributes, knowledge and skills they need as they progress through school. We base our playful learning opportunities on a developmental, interactive model. The curriculum is broad and balanced whilst remaining ambitious and rich in nature. Every child is unique and individual; sequential teaching and learning experiences will reflect this. We provide purposeful and inspiring environments so that children can explore, play and develop their creativity and critical thinking skills. We encourage children to plan and problem solve for themselves. Practitioners are keenly aware of every child's emotional and social needs and we track children's engagement and involvement in their learning throughout the day.
The impact of our curriculum is that children level up their skills and make excellent progress. They become responsive, communicative and enthusiastic learners who are ready to embrace the next step on their learning journey. We are very proud of all our children and families and invite them back to school to engage in our varied and exiting community activities for the whole family.
At Martenscroft, we follow the statutory Early Years Framework. We also supplement this Birth to 5 Matters and Development Matters. You can read about these below.
We are also very proud of our ECO school work - we are working towards our first Green Flag and our Silver Rights Respecting School status.
We promote school readiness by ensuring that at every transition, children are well prepared for the next steps, parents are informed and knowledgable about their child's next steps and the receiving setting, is fully prepared to meet the ongoing whole families needs.
The Revised Early Years Foundation Stage Framework commences on 1st September 2021. This is the new version that all early years providers will follow. It sets the standards that all early years providers must meet to ensure that children learn and develop well, giving all children the knowledge and skills they need to start school. It also ensures children are cared for and kept healthy and safe.
Development Matters offers a top-level view of how children develop and learn for all early years practitioners, including:
- staff in nurseries
- nursery schools
- school nursery and reception classes in school
- Development Matters is non statutory guidance
The new Development Matters has been developed by Dr Julian Grenier, in consultation with a range of professionals across the early years sector. It offers a top-level view of how children develop and learn, and guides, but does not replace, professional judgement.
The guidance sets out pathways of children’s development in broad ages and stages but recognises the actual learning of young children is not so neat and orderly. The document encourages early years practitioners to use their knowledge to facilitate holistic learning and development and help children make progress without generating unnecessary paperwork.
This is in line with the main aims of the reforms to the EYFS – to improve outcomes for all children, especially disadvantaged children, and to reduce teacher and practitioner workload.
Birth to 5 Matters is non-statutory guidance which practitioners may use to support their implementation of the Statutory Framework for the Early Years Foundation Stage, which sets out the legal requirements for delivering education for children from birth to 5 in England.
Birth to 5 Matters builds on previous non-statutory guidance for the EYFS. It has updated all the material to reflect research evidence and meet the needs of practitioners today.
It outlines the foundations of good practice and offers information and guidance for practitioners to consider how the Principles of the EYFS can be brought to life in their setting.
New sections on play, characteristics of effective learning, and self-regulation are designed to help practitioners to reflect on and develop their own pedagogy.