Simple clothing which your child can fasten and unfasten themselves is the best idea. We do have non-compulsory school t-shirts and sweatshirts, with the pre-school logo on them for you to purchase if you wish at the prices below.
White Rock Pre-School Curriculum
At White Rock Pre-School we are passionate in supporting all children to achieve their full and unique potential by being the best version of themselves they can be. In order to do this we ensure that our curriculum is guided by the four overarching principles of the Early Years Foundation Stage;
- Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
- Children learn to be strong and independent through positive relationships.
- Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and / or carers.
- Importance of learning and development. Children develop and learn at different rates.
Within our curriculum we make sure that we support Cultural Capital - we find out what sorts of experiences children arrive at pre-school with so that we can consider what we offer to complement their home learning and ensure that children have all the essential knowledge, skills and experiences for further education.
We understand our individual children learn in different ways and at different rates and we will guide, develop and support their learning using the characteristics of learning most appropriate to them. Staff pay heed to HOW the child learns and the Characteristics of Effective Teaching and Learning – playing and exploring, active learning and creating and thinking critically.
We want to teach our children to be curious, confident and secure - to overcome challenges and be “ready to learn”.
At White Rock Pre-School the most important way in which we deliver our curriculum is within a warm, caring atmosphere with positive interactions. The children`s well-being is at the heart of everything we do and that is our priority. We want to teach our children to be kind and caring and polite members of the community and we use our “Golden Rules” to promote British values. We want to teach our children how to be strong and independent.
Learning and Development
We base our curriculum planning on the 7 areas of learning within the Statutory Framework:
Prime areas -
Personal, Social and Emotional development
Communication and Language
Specific Areas -
Understanding the World
Expressive Arts and Design
The three prime areas are at the core of the planning, and communication and language underpins ALL areas of learning within our curriculum and continues to be developed within our provision, teaching, learning and planning methods. We advocate a strong love of books – we have books throughout the setting and we always have a “book of the week” to help encourage the development of speech and language and literacy skills especially the acquisition of vocabulary, reflecting the roles these play in improving children’s outcomes. Our continuous provision demonstrates a strong emphasis upon supporting children’s understanding of the world along with enabling them to express themselves imaginatively and creatively, using art and design.
We “Plan for Potential” - staff are clear on the learning potential provided by the activities on the weekly planning that enhance the continuous provision. We also plan ahead for the term so that we can deliver a wide range of experiences to capture the children`s imagination and ensure a good structure and depth of learning. We ensure that there is a good progression of learning based on our knowledge of child development and the “building blocks” for the relevant areas of learning.
We want to teach children to be as ready as they can be for school in all of the areas of learning.
Within our curriculum staff provide a varied and stimulating environment to provoke the children`s sense of awe and wonder. Staff are reflective in their practice and observe and evaluate the effectiveness and value of planned provision within the inside and outside learning spaces. They constantly respond to children’s levels of interest and engagement, and adjust the learning environment accordingly – likewise they are consistently responsive to learning opportunities so the children can be sensitively supported to their maximum potential. Planning and interactions are supported by progressive sequences of questioning to develop thinking, understanding and language for reasoning. Staff are mindful of the structure and routines of the day that establish expectations.
The weekly planning has a holistic approach and ensures that each area of learning is supported and that activities can be scaffolded to suit different levels of development so that all children are catered for no matter what stage they are at. We have a balanced mix of adult led and child initiated activities.
We foster strong partnerships with parents for comprehensive shared learning.
We want to teach our children to be able to use the environment positively and constructively, to link experiences and show curiosity, persistence and a progressive learning pattern.
Staff understand that teaching is in every activity provided within all of the learning environments. There are no activities that occur in the setting which adults do not consider to be opportunities for teaching.
“Children learn as they play. Most importantly in play, children learn how to learn” Fred Donaldson
Parents are children’s first and most enduring educators. We aim to develop a successful and effective partnership with parents. As a community based, voluntary managed setting, we depend on the good will and involvement of parents/carers to keep us running. As a registered charity we have a lot of fundraising events throughout the year, which you can take part in. your help is greatly appreciated and any money we raise will be used to buy new resources and equipment for your children.
All our staff are committed to being partners with parents and this is achieved by mutual respect and exchanging knowledge about your children’s needs activities, interests, and progress. We understand that when your child starts pre-school its often a new and confusing experience, therefore we try to provide as much information as possible to you to ensure that you know what your child is doing as well as what is happening in the pre-school as a whole. A newsletter is circulated every half a term informing of future events and topics the children will be exploring. We have a notice board outside pre-school giving information on events, topics and anything related to pre-school, please check it regularly! We also have parents evening every term where you can come along and meet with your child’s keyworker. Pre-school also has an open door policy where you are welcome any time to come and talk to a member of staff, to see what we have been working on, or to just check your child is settled. Our intention is to work in partnership with children and their parents/carers and we welcome suggestions at any time. We have an ‘Ideas Box’ situated inside pre-school so please feel free to use it for any ideas on what you think your child would enjoy or any suggestions you have.
Comments from our parents
My daughter loves it at pre-school – she doesn`t want to leave when I collect her and asks to go at the weekends! Thank you for taking such great care of her!
My child has never been rushed to settle in – staff have spent so much time helping her to build friendships when it felt right. They completely understand the anxieties it has on a parent when their child starts pre-school, and I know my child feels safe and comfortable with staff.
I couldn`t fault my child`s pre-school in any way – she always wants to go and always comes out happy!
Every member of staff makes me and my child feel welcome which makes it easier when you trust them.