Ruskin House is a Pandora’s Box, with a source of new and wonderful experiences, at the same time preparing the attending children for a fulfilling, adventurous and successful life ahead. OFSTED Registered the School combines all aspects of the early learning goals as part of the Foundation Stage. These include language; communication; maths; art and crafts; music and movement; stories and songs; social interaction and skills; simple science and all forms of constructional and role-play. These are developed within a homely and sensitive atmosphere.
RHS overall aim is to enable children to become resilient, independent and confident long-life learners. We believe young children are capable researchers, collaborators, communicators, who can think critically and solve problems regardless of their age.
Our aim is to provide rich, engaging experiences that bring joy to children in their learning, so they are curious to learn even more. At the heart of the nursery is a clear partnership with parents to enhance the outcomes for all children.
This enables us to develop a pedagogical research-thinking nursery where learning is delivering through high expectations and challenging experiences.
This is achieved by taking great pride in listening and respecting our children as unique individuals in order for them to achieve their full potential. Here at RHS, we provide an adventurous start to each child’s journey, giving them the skills, they need to learn throughout their lives, and fostering strong positive relationships and an enthusiasm for learning. This has supported the outcomes for our children especially in their personal, social and emotional development, with particular focus on the Leuven Scales of well-being and involvement.
Inclusion is the process we use to recognise individuals unique attributes, and qualities.
What is always central to our practice is the child’s rights. The United Convention on the Rights of the Child (1989) outlines the basic human rights to which children everywhere are entitled too.
The right to survival; the right to the development of their physical and mental potential; the right to protection from influences that are harmful to their development; and the right to participation in family, cultural and social life.
Therefore, RHS is committed to anti-discriminatory practise for children and families. We respect and value the diversity which exists in the wider community.
We are committed to challenging attitudes that promote discrimination, ensuring respect for all and preparing all children for life in a diverse society.
RHS embrace inclusion and diversity through our Key person roles.
This role acknowledges children’s families and cultural identities and integrating those identities into their daily practices
Our key persons create an environment that provides open-ended materials for children’s imagination, self-directed play. Play is value for children’s healthy development and for learning. We organise play for ample time for exploration indoors and outdoors.
We use the curriculum approach that is responsive to children’s developmental and intellectual pursuits.
Attention is always given to children’s play and conversations, watching for the developmental themes and compelling questions, understanding and misunderstanding expressed in their play.
We use observations to develop curricula that challenge children to think deeply and to explore collaborate.
Our vision at RHS is to be inclusive, diverse and embracing social justice which provides the steppingstones for Cultural Capital.