The Early Years Foundation Stage is the period of education from birth through five years. This is used in England to educate all children through their foundation stage.  There are six areas of learning and most children are expected to achieve most of the early learning goals before they enter Kindergarten.

There is a strong emphasis on learning through play, both child initiated and planned play. The curriculum is delivered through a combination of whole class activities, adult led focused activities and child initiated activities.

The Early Years Foundation Stage divides learning development into six areas:-

Children are provided with experiences and support which will help them develop a positive sense of themselves and others. They learn to have respect for others, develop their social skills and have a positive disposition to learn. The will learn to maintain attention, concentrate and sit quiet when appropriate.

This area of learning includes using appropriate language for communication and thinking, linking sounds with letters. Reading and writing will be supported, encouraged and extended. Children will learn to be competent speakers and listeners. The children are given the opportunity and encouragement to use their skills in a range of situations and for a range of purposes and be supported in developing the confidence and disposition to do so. Children will learn to attempt writing for different purposes, using features of different forms such as lists, stories and instructions.

Children will be supported in developing their understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practice and talk about their developing mathematical understanding. Children will be provided with opportunities to practice and extend their skills in counting, matching, sorting, seeking patterns, moving connections, shapes, space and measurement  in order to gain confidence and competence in their use.

Children’s creativity will be extended by the provision of support for their curiosity, exploration and play. The children are given the opportunity to explore and share their thoughts, ideas and feelings through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design & technology. Children will be able to discover color, texture, form and shape in two and three dimensions.

In this area of learning, children are developing the knowledge, skills and understanding that help them to make sense of the world. Activities based on first hand experiences encourage exploration, experimentation, observation, problem solving, prediction and discussion.

Their learning will be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials. Children are encouraged to ask questions about why things happen and how things work.

Physical Development gives the children the opportunity to improve their skills of co-ordination, control, manipulation and movement. It encourages the development of both gross and fine motor skills. They will be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.

Children are constantly encountering new experiences and seeking to understand them in order to extend their skills, develop their confidence and build on what they already know. They learn in many different ways. Teachers have a crucial role in this learning and should draw on a range of teaching and care strategies and knowledge of child development. Children deepen their understanding by playing, talking, observing, planning, questioning, experimenting, testing, repeating, reflecting and responding to adults and to each other.

These principles are drawn from and are evident in, good and effective practices used at The British Private Prep Schools.

Effective education requires teachers who understand that children develop rapidly during the early years – physically, intellectually, emotionally and socially. Children are entitled to provision that supports and extends knowledge, skills, understanding and confidence, as well as helps them to overcome a disadvantage.

Our teachers ensure that all children feel included, secure and valued. They strive to build positive relationships with parents in order to work effectively with them and their children.

Early years experience should build on what children already know and can do. It should also encourage a positive attitude and disposition to learn and aim to prevent early failure.

No children at The British Private Prep Schools are ever excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational needs, disability, gender or ability.

Parents and teachers need to work together in an atmosphere of mutual respect within which children can have security and confidence.

To be effective, an early year’s curriculum should be carefully structured. In that structure, there should be three strands:

1. Provision for the different starting points from which children can develop their learning, building on what they can already do
2. Relevant and appropriate content that matches the different levels of young children’s needs
3. Planned and purposeful activity that provides opportunities for teaching and learning, both indoors and outdoors

There are opportunities for children to engage in activities planned by adults and also those that they plan or initiate themselves. Children do not make a distinction between ‘play’ and ‘work’ and neither do the teachers. Children need time to become engrossed, work in depth and complete activities.

Teachers are able to observe and respond appropriately to children, informed by knowledge of how children develop and learn and a clear understanding of possible next steps in their development and learning.

Well-planned, purposeful activity and appropriate intervention by teachers engage children in the learning process and help them make progress in their learning.

For children to have rich and stimulating experiences, the learning environment should be well planned and organized. It provides the structure for teaching within which children explore, experiment, plan and make decisions for themselves, therefore enabling them to learn, develop and make good progress.

Above all, effective learning and development for young children requires high-quality care and education by teachers.

These principles are the basis on which every part of this early year’s curriculum has been developed and are reflected throughout the educational policies at The British Private Prep Schools.

The British Private Prep Schools focuses very strongly on manners and etiquette. We encourage good eating habits at the table. We teach the children how to use a napkin and the importance of proper table manners. In addition, we expect the children to follow the rules and policies of the school. Walking feet and inside voices are asked of the children in the school and outside opportunities are used to run, scream and shout. We focus on being a ‘good friend’ and only doing to others what we would like done to us. We absolutely require children to respect adults at all times.

It is vital for all children attending The British Private Prep Schools to have fun, learn and be happy.