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Our Curriculum

Nursery School Southsea

Our Ethos

The children are at the heart of everything we do. We strive to provide a happy, safe, caring, secure and stimulating environment for every child. Enabling all children to develop their capabilities of being resilient, confident individuals; inclusive, kind, and respectful citizens; and aspirational learners.

Pedagogy

Through use of In the Moment Planning (ITMP), children are able to free flow throughout their designated rooms and gardens, while taking part in activities set out to follow their individual interests. We use both adult and child-initiated play to support learning, encouraging children to develop and practice on already learnt skills, to enable growth and tests their abilities giving them the appropriate challenge required in going that extra step and enhancing their learning. We work with parents in establishing their child’s starting points and use these to inform our interactions and to extend cultural capital, this learning is then tracked through focus weeks. We focus on a small group of children (5 to 10) each week to identify their current progress and next steps of learning, this is shared with their parents and carers to support further learning both at home and within the setting. This allows children to be in charge of how they learn, enabling us to support with what they learn.

Aspiration

Meta-Learning
Self-Efficacy
Growth Mindset

Resilience

Perseverance
Absorbing
Noticing Details
Distractions

Inclusiveness

Empathy & Listening
Collaboration
Equality
Celebrating Diversity

Kindness

Empathy
Social Skills
Self-awareness
Internal (or Intrinsic) Motivation
Self-Regulation

Confidence

Distilling
Being flexible
Meta-Learning
Questioning

Respect

Valuing
Empathy & Learning
Independence

Let’s meet our Hero’s that represent our core values and their areas of learning…

Our Value hero’s can be used to support children’s learning in a variety of ways. They can be discussed in circle times telling social stories about what they represent and why. Introduce them and how they may feel if a child is not acting in a way that is desire (behaviour). Continuously encourage children to act and behave in the same way as our value hero’s, support children to understand rules and boundaries but also how to express themselves as individuals and develop their own learning.  As an extra reward we can use value hero stickers to recognise children when they demonstrate our ethos and achieve their next steps of learning within each of our core values of learning.

IMPACT

In supporting children to become confident, kind, respectful, resilient, inclusive and aspirational learners, we work on developing a range of skills, such as communication and language, personal social and emotional, and physical. These skills can be found within each of our values, along with many other skills, and in practicing them daily, prepares children for school and their later life. 

Aspiration (Aspirational Ali)

Growth and Mindset – Knowing that intelligence can be grown by embracing challenge. See effort as a path to mastery and learn from criticism and advice. Find inspiration in the success of others.

  • Climb on a range of apparatus, from small to large.
  • Compare amounts (saying lots, more, same etc).
  • Combine shapes to make new ones.
  • Copy correct pronunciation of words when they are pronounced correctly back. 
  • Use complex sentences to link thoughts and ideas.


Meta-Learning – Knowing how they learn as individuals and how to challenge themselves.

  • Lift head while laying on their front.
  • Practice putting on own clothes and shoes (even if they do not master it).
  • Move in a variety of ways, run, jump, walk etc.
  • Uses talk in pretending that objects stand for something else.
  • Explore materials that have different properties.
  • Develop movements and balance, riding scooters etc.
  • Take steps to resolve conflict.
  • Confident in new situations.
  • Talk about self positively and know their own abilities.
  • Change volume, pitch when talking/ reading stories.
  • Express own preferences and interests.

Self-efficacy – Believing in their own abilities. View challenging problems as tasks to be mastered. Develop a deeper interest in the activities in which they participate and form a stronger sense of commitment to their interests and activities. As a result, they recover quickly from setbacks and disappointment.

  • Make sounds to get attention in different ways (crying, laughing, cooing etc).
  • Pass things from one hand to another.
  • Use all senses to explore.
  • Begin counting in order gradually adding next numbers.
  • Organise objects and toys, creating patterns.
  • Retell past event in correct order.
  • Adapt self and behaviour to different events and social interactions.

Resilience (Determined Daisy)

Absorbing themselves in their learning.

  • Push chest up of floor with straight arms.
  • Enjoy moving (arms, legs etc).
  • Begin to crawl/ bottom shuffle.
  • Babble using sounds (mumma, dadda etc).
  • Constantly babble and use words during play.
  • Sing learnt songs or nursery rhymes to self or others.
  • Build up vocabulary reflecting on their own experiences.


Managing distractions – whether this is their environment or an emotional distraction.

  • Develop ability to self soothe.
  • Being absorbed in own play, at first find it difficult to be led by an adult (want to do it their way).
  • Clap and stamp along with music.
  • Pay attention to more than one thing at a time.


Two-channelled attention – can listen and do for short span.

  • Notice numbers within the environment.


Noticing Details – In everything and having patience to wait and watch.

  • Make eye contact for long periods.
  • Reach out for toys and objects.
  • Copying facial expressions.
  • Understand simple words in context.
  • Eat independently beginning to use knife and fork.
  • Count and clap out syllables in words.
  • Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
  • Recognise that words can rhyme and sound similar.


Persevering – Having the confidence to not give up when they are stuck or fail first time.

  • Roll over from back to front or front to back.
  • Pull to standing.
  • Take first steps.
  • Fit themselves into small spaces (tunnels, boxes etc).
  • Make themselves understood but become frustrated when they cannot. 
  • Demonstrate sense of self as an individual.
  • Develop understanding of different colours and shapes.
  • Use one handed tools and equipment.
  • Develop speech sounds p, b, m, w and practice these sounds in words.

Inclusive (Inclusive Indi)

Empathy and listening – Valuing others.

  • Turn towards familiar sounds.
  • Recognise familiar voices.
  • Copy gestures and words.
  • Copy familiar expressions.
  • Show interest in different occupations.


Collaboration – Respect for others and learning to work with everyone as part of a team.

  • Use a wide range of vocabulary to communicate with others.
  • Enjoy responsibilities of carrying out small tasks.
  • Initiate conversations, take into account what others say.
  • Make up own group activities.
  • Discuss and describe patterns around them.
  • Accept the needs of others.
  • Be able to negotiate and solve problems.


Equality – Developing a deeper understanding of fairness, increasing tolerance and appreciation for diverse learners and an understanding of privilege.

  • Begin to role play experiences (caring for babies, driving a car etc).
  • Welcome and values praise from others.
  • Keep play going by responding to what others say or do.
  • Demonstrate friendly behaviour, allow others to join in.
  • Understand own actions affect others.
  • Develop positive attitudes about the differences between people.

Celebrating Diversity – By interacting with each other, challenging stereotypes and learning about embracing and celebrating.

  • Show affection and concern for others.
  • Kick and throw balls to an adult or peer.
  • Make connections between their families and other families.
  • Notice difference between people.
  • Make sense of own life story and own family values.
  • Form a special friendship with another child.
  • Outgoing towards unfamiliar people 
  • Know there are different countries in the world and can talk about their differences.

Kindness (Kind Kai)

Self-Awareness – The ability to recognise and understand moods and emotions and how they affect others.

  • Make sounds to get attention in different ways (crying, laughing, cooing etc).
  • Listen to others talk with interest but can easily be distracted.
  • Adapt self and behaviour to different events and social interactions.
  • Self-Regulation – The ability to recognise emotions and control moods and think before acting.
  • Likes cuddles and being held.
  • Show a range of emotions.
  • Recognise and become calm with familiar faces and voices.
  • Start to say how they feel using sounds and actions.
  • Seek comfort from others.
  • Understand the need to respect and care for the natural environment.

 

Internal (or intrinsic) – Motivation being driven to pursue goals for personal reasons, rather than for some kind of reward. 

  • Concentrates intently on an object or activity of own choosing for short periods.
  • Play with and complete puzzles.
  • Read books, turn pages correctly, using pictures to help.
  • Enjoy drawing and mark making freely.

 

Empathy – The ability to recognise and understand other’s motivations which is essential for building and learning teams successfully.

  • Watch someone’s face as they talk.
  • Enjoy listening to and reading books with adults.
  • Play cooperatively with others.
  • Have favourite books and seek others to support them in reading them.
  • Understand simple questions about ‘who’, ‘what’ and ‘where’.
  • Begin to understand ‘why’ questions. 


Social Skills – The ability to manage relationships and build networks.

  • Reacts in interaction with others by smiling, looking and moving. 
  • Build relationships with special people.
  • Play alongside others.
  • Enjoy group times (singing, musical instruments etc).
  • Enjoy Number rhymes and songs.
  • Take part in conversations, jumping from one topic to another.

Confidence (Confident Connie)

Meta Learning – Knowing how they learn as individuals and how to challenge themselves.

  • Lift head while laying on their front.
  • Practice putting on own clothes and shoes (even if they do not master it).
  • Move in a variety of ways, run, jump, walk etc.
  • Drink out of an open top cup
  • Uses talk in pretending that objects stand for something else.
  • Develop movements and balance, riding scooters etc.
  • Take steps to resolve conflict.
  • Confident in new situations.
  • Talk about self positively and know their own abilities.
  • Change volume, pitch when talking/ reading stories.
  • Express own preferences and interests.


Distilling – Using experiences and thinking about how they can help.

  • Understand simple instructions.
  • Understand longer sentences and act on them (put teddy under the table etc).
  • Use resources to move/ push along (sit on car etc).
  • Use fingers to represent numbers.
  • Compare sizes/ weights of different resources.
  • Uses language to imagine and recreate roles and experiences.
  • Begin to write own name.


Revising and being flexible in learning – knowing its ok to change plans.

  • Seek to gain attention in a variety of ways.
  • Learn that own voice and actions can affect others.
  • Seek out others to share experiences.
  • Able to tolerate delay.
  • Begin to potty train and use the toilet.


Questioning – being curious about the world and to come up with own conclusions and answers.

  • Copy what adults do.
  • Babble back in conversations.
  • Listen to stories and begin to retell in own way, using pictures and experiences.
  • Understand print has meaning and different purposes.
  • Ask questions about books, make comments and share ideas.
  • Discuss routes and directions during play.
  • Choose their own resources to carry out an idea/plan (spade to dig a hole etc).
  • Confident to speak to others about own wants, needs and interests.

Respect (Respectful Romeo)

Valuing – Valuing each other’s points of views.

  • Recognise and point to objects that are being talked about.
  • Listens to others one to one or in small groups.
  • Understand key features of different life cycles.
  • Show care towards living things (planting and growing things).


Interdependence –  Knowing when you can work alone and when you may need support from others.

  • Sit without support.
  • Use gestures to communicate (pointing, waving etc).
  • Engage other person to help achieve a goal.
  • Build independently with a range of resources.
  • Use large and small motor skills to do things independently.
  • Use a comfortable grip that gives control when using pens and pencils.
  • Show increasing desire to be independent.
  • Get dressed independently.


Empathy and Listening – Valuing others.

  • Turn towards familiar sounds.
  • Recognise familiar voices.
  • Copy gestures and words.
  • Copy familiar expressions.


Collaboration – Respect for others and learning to work as part of a team.

  • Enjoy the company of others.
  • Listen to and respond to simple instructions.
  • Learn that some things are theirs, some things are shared, and some things belong to others.
  • Understand and cooperate with boundaries and routine.
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