In my setting at Packington children’s centre there are many ways how the right of the children to play and other rights linked to play are meet. First of all, my setting offers children a free play, when children are given opportunities to choose how they want to play and what they want to play. Our day is very structured, and children have opportunities to play, participate in planned activities, eat and rest. We not only provide time for children to play, but also different recourses and equipment to play, and environment.
We have big outdoor area, where children can enjoy play, run, jump, use bicycles, and push on buggies. During sleep time, these children who do not sleep, will be given opportunities to sit in a quiet area, or in a book corner. Practitioners are also planning a quieter activities throughout busy day when children are encouraged to sit down. This include story time and circle time. (Article 31)
My setting is an inclusive nursery.
All children and their families are welcomed here. We aim to adapt our environment and curriculum to meet the needs of each child and take physical and learning disabilities into account. Children who have special educational needs are supported by their key person and special educational needs coordinator (SENCO). SENCO talks with families and gives advices, key people and appropriate outside specialists such as speech and language therapists. In this case everybody can share their knowledge and expertise, so child can benefit more. (Article 23)
Packington Children’s Centre community is very diverse, and nursery cater for children from a range of backgrounds, including those for whom English is an additional language and children with Special Educational Needs.
In my setting we are celebrating diversity in a whole range of ways such as through posters and photographs showing young children that people all over the world look very different and story books that show Britain is a culturally diverse society. We are also celebrating religious and cultural events such as Diwali, Christmas, Chinese New Year and Eid. We also have tasting days where children bring in dishes from their country of origin.
Speech and language therapists support children who are acquiring English as a second language and we also widely use Makaton signing to support children who need to learn English as the second language (Article 30) The curriculum we use for education is EYFS. The areas of the curriculum we cover are: Expressive arts, Health and wellbeing, Literacy/Languages, Numeracy/Mathematics.
We deliver our Curriculum following planning methods to ensure that the activities, resources and focused group time sessions are suitable for a topic we need to cover. This comes from the observations of children made by us practitioners. In my setting. we believe that active learning supports children to develop vital skills and knowledge and promotes a positive attitude to learning. (Article 28, 29)
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