At RHS play provides the crucial opportunity for learning indoors or outdoors through observation and assessments. RHS practitioners produce programs of activities for each individual child. Using the starting point of, what a child ‘can do’ and not what they ‘cannot do’,
When working with the babies and toddlers, independence, confidence and mobility are encouraged through a variety of activities using a strong sensory approach. Treasure baskets, heuristic play, cooking, singing songs and music times, outdoor play and co-ordination activities are included in the weekly time-table.
We recognise the importance of the role of the Early Years practitioner in setting the foundations for learning. Our activities are planned on the principles guided by the statutory requirements of the Early Years Foundation Stage (EYFS).
The EYFS framework also incorporates seven broad areas of learning, which are:
- Personal, Social, and Emotional Development
• Communication and Language development
• Literacy skills
• Mathematical Development
• Understanding the World
• Physical Development
• Expressive arts and design
RHS curriculum and activities provide children to have a natural desire to learn and it is through playing with real objects and materials they begin to make sense of their world. With the individual child and emphasis on play as our basis, we are able to devise our curriculum. Children learn through first-hand experiences, using all of their senses to develop an understanding of the world in an atmosphere that is relaxed, happy, and fun and most importantly free from pressure and stress
Babies (3 months – 2 years) in this room we aim to provide the children with the opportunity to learn about themselves and others and using the EYFS curriculum to discover and explore the world in which they live by touch, taste, sound and smell, their personal and social development, feeding, including developing their gross motor, fine motor skills from dancing to climbing, stories, art and craft and plenty of cuddles (individual time with Key – person
Children (24 months – 36mths) in this room we continue to develop values and opportunities introduced in the baby room, in a more structured environment that anticipates a child’s subsequent transfer into the pre-school room. This is bought about by a variety of free play and set activities that aim to stimulate and enhance all areas of their growth and development.
Pre-school (36mths – rising 5s) Staff are continuing to enable the children to develop their emotional confidence and self-esteem. The curriculum in this room is also based on the EYFS curriculum, which gives the opportunity for an early introduction to reading, writing and numbers, problem-solving, science and technology, computers, storytelling, dance and drama, arts and craft, music and cookery in a no – formal approach.
Our objectives at RHS, that the curriculum provides the children at RHS the skills and knowledge, which will enable them to develop as whole people; confident and willing, caring and concerned, committed to their own development, yet aware of their responsibilities to others. We hope our children will gain independence of thought and action for their own well-being and happiness and that of others.
Our values underpin all that we do it is our aim to ensure all children and staff are:
- High achieving.
- Prepared for life
- Therefore, our vision is focused on maintaining high-quality early years learning and care environment, which provides challenges in an enriching opportunity to make a difference for children to become independent learners. Our pedagogical approach at RHS will allow children to explore a curriculum, which is relevant and engaging.Our primary aim is to provide an excellent educational experience within a stimulating and bespoke indoor & outdoor environment with the benefit of highly knowledgeable practitioners understanding the value of play.From the onset, play lays the foundation for all future learning at RHS. children begin to explore and understand the world through combinations of structured and child-initiated activities.
This enables children to develop self-confidence, self-esteem and independence in order for them to become critical thinkers to undertake new challenging experiences.
When children leave RHS, we want them to be confident learners who are ready to embrace the challenges of the next stage of their education, which takes into consideration their spiritual, moral, social and cultural development is also given strong emphasis and underpins the EYFS curriculum, for example, British Values of democracy, Cultural Capital, Prevent and keeping children safe.