Our vision for children's education is rooted in providing a stimulating and enriching environment that maximizes their learning potential, fosters their overall development, and prepares them for future success

Our Intent: is to understand and value the diversity and uniqueness of every child. Through our learning environment we provide rich experiences that invite children to develop their curiosity, challenge their problem solving, and enable them to make discoveries. Teachers and parents work as partners to further children’s learning, and ensure that they then have opportunities to apply, embed and explore possibilities of where this learning could take them. We are there to scaffold, stretch, and nurture every step as their independence grows. 

Our curriculum is shaped by the seven Areas of Learning: Communication & Language; Physical Development; Personal, Social & Emotional Development; Literacy; Maths; Understanding the World; and Expressive Arts & Design. These areas are inter-connected, and they are implemented through teacher-led sessions, purposeful play and Plan Do Review. We also support our children in developing the ‘Characteristics of Effective Learning’ (Playing & Exploring, Active Learning, and Creating & Thinking Critically) through high quality interactions and observations during play. 

Parent Voice: 

"South Wilford has provided a more structured environment than what was available in any preschool setting, which is clearly reflected in my child's emotional and educational development. At just three years old (and one of the youngest in the class), she can already write letters, recognise Phonics sounds and has established, secure friendships... Achievements I never expected at this age. Whilst my child has shown some emotional struggles in other settings, she has rarely experienced that here, which is a testament to the nurturing environment you have created."

Plan, Do, Review

We encourage our children to become independent thinkers, problem solvers and show resilient through ‘Purposeful Play’ where the children are taught to plan, carry out and review a learning plan. We believe that children learn best from active learning experiences, which they can plan and carry out themselves taking responsibility for selecting apparatus independently and solving problems, with support, to achieve their goal.

The key principles of Plan, Do, Review (the HighScope approach) are that children learn best when: 

- they have active involvement with people, materials and ideas 

- they plan and carry out activities of their own choosing and reflect on them

- their work is supported by adults who share control with children

The HighScope Wheel of Learning graphically represents the practical elements of the key principles of the HighScope Approach and how they fit together. In the centre of the wheel, 'active learning' underpins the four equally important areas of practice and responsibility: 

- the learning environment (areas, materials, storage)

- the daily routine (Plan, Do, Review, Small Group Time, Big Group Time)

- adult-child interactions (interaction strategies, encouragement, problem-solving approach to conflict)

- assessment (teamwork, daily anecdotal notes, daily planning, child assessment)

Active learning refers to how young children construct their knowledge of the world. It means that children participate actively in the learning process and gain knowledge through direct experiences with people, objects, events and ideas. Although they will be supported by adults and peer, the children have to do things for themselves.

We believe that young children have an innate desire to explore and discover. They ask and search for answers to questions, they solve problems that stand in the way of their goals and they generate new strategies to try. They want to do things for themselves. Our setting recognises and support this by encouraging children to use their initiative, to plan and develop their own strengths and interests.