Intent
Sandlings Primary Early Years Key Stage provides children with exciting and stimulating learning opportunities in line with our school vision and ethos:
“Sandlings is Unique, nurturing where everyone belongs and thrives”
within a happy and safe environment. We have high expectations of our children. Time spent in Early Years is used to establish these strong foundations to enable successful transition into year 1 and lifelong learning.
We celebrate all that is “unique”
We recognise that everyone is an individual and will learn and develop in their own way. We take care to establish every child and their family’s circumstances and support them to succeed as unique individuals.
We believe that;
- Every child is an individual with a unique set of needs, therefore, each is entitled to have the opportunity to learn at their own pace and in a variety of different ways
- Children need opportunities to take responsibility for their own learning by making choices, enjoying success and feeling safe to make and learn from mistakes
- No child is excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational needs, disability, gender or ability
We help everyone feel a “sense of belonging”
We are committed to ensuring that every individual feels included and is equipped with the tools needed to thrive both in school and in life.
We promote a family-oriented atmosphere within our setting and foster a sense of community where children understand the importance of being part of a team. Each child contributes to and benefits from the joy, security, and diversity that our school community offers, which supports them as their school journey evolves.
We encourage children to be self-sufficient, independent, and to exercise self-respect at all times. Equally important to us is helping children understand the value of togetherness. This is achieved by encouraging children to communicate their feelings, regulate their emotions, and understand themselves. Additionally, we focus on the importance of sharing experiences with others, fostering growth and a sense of security within the community.
We believe that:
- Early years practitioners need to work in partnership with parents/carers, who are their child’s first educators, as well as with other relevant agencies.
- All children have the right to equality of opportunity and should be positively acknowledged and valued. They are more likely to reach their full potential as learners when they feel happy, secure, and have a strong sense of well-being.
- The partnership between early years’ practitioners, parents/carers, and children should develop mutually supportive relationships where information and expertise are shared by all partners.
- The environment should create a safe, stimulating, and attractive space in which all children can engage in practical activities, first-hand experiences, and purposeful play and talk—these are the primary ways through which young children learn about themselves, others, and the world around them.
We are a “Nurturing” school
Our Early Years practitioners build positive relationships with all children, grounded in mutual respect, trust, and an understanding of each child’s unique personality and needs. Children’s ideas are listened to and valued, and adults engage with children to introduce challenges and support them in achieving their full potential.
We recognise the importance of interaction and provide a model of care, interest, and empathy that we hope children will reflect in their peer-to-peer communication. We teach children to develop self-regulation and executive function—the ability to focus, retain information, filter distractions, and switch between tasks.
We believe that:
- Care and education are inseparable—quality care is educational, and quality education is caring.
- The promotion of the spiritual, moral, and cultural aspects of learning plays a key role in the development of children.
- Children need support in developing their ability to make and sustain choices based on their knowledge and experience of the activities, materials, and equipment available to them.
We want all children to “thrive”
We aim to create awe and wonder in our day-to-day provision, using our learning environment to spark curiosity and encourage discussion. Our goal is to instil confidence and high self-esteem in every child, so they approach new challenges with enthusiasm and a smile on their face.
It is important to us that our children learn how to be resilient and resourceful, understanding that learning is a process, not just an outcome.
We value children’s play and recognise that child-initiated learning opportunities are often the most effective way to develop ideas and explore new themes within a meaningful context. Learning should be practical and collaborative, and the early year’s team approaches play with the respect it deserves, fostering an environment where children can flourish in the moment.
We believe that:
- Effective education requires early years’ practitioners to have a secure understanding of child development and the ability to plan, deliver, and evaluate a broad, balanced, and relevant curriculum. Knowing how children are encouraged to learn is just as important as what they learn.
- Early years practitioners should support and extend children’s learning through purposeful observation, evaluating activities, and providing appropriate interaction.
- Early years practitioners need shared purposes, expectations, and consistency of practice. They should work together as a team, communicating effectively and remaining open to learning themselves.
- Strategies for curriculum planning, design, assessment, and record-keeping should promote continuity and progression, both within the reception year and during the transition to Year 1.
- Ongoing formative and summative assessment methods help monitor and track progress, assisting early years’ practitioners in providing an appropriate curriculum and supporting the completion of the national profile for children in reception at the end of the foundation stage.