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:
- Provision for the different starting points from which children can develop their learning, building on what they can already do
- Relevant and appropriate content that matches the different levels of young children’s needs
- 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.