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Early years education is all about “supporting children to acquire the skills and capacity to develop and learn effectively, and to be ready for the next stages in their learning, especially school” (EYFS, 2017).

 

Moorwell Miracles aims to create a foundation for learning through building independence, resilience, and self-esteem through our teaching practices. Children with these characteristics are much more capable learners with the ability to remain happy and optimistic and to always try their best.

 

We have very high expectations for our children to succeed in whatever they put their mind to. We achieve this by recognising the effort our children put into very piece of work and every activity rather than the finished product.

 

We make sure children are happy and enjoy what they are doing. Practitioners monitor each child’s wellbeing and involvement termly and use empathy in all their interactions to encourage children to feel confident and safe. Our interactions teach that children can try something new, take risks and make mistakes as our practitioners encourage children to do things for themselves and make their own choices. This resilience is built through practitioners creating strong bonds with children, so they have a safe base to explore and practitioners will be there if they need support.

 

Overall, we hope to teach the children that the nursery belongs to them, we are one big family and we respect and look after each other. We aim to develop a sense of community and citizenship within the children teaching them to be kind to others, to be good listeners and to make good choices.

How We Teach

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Learning through Play and Exploration

First Hand Experiences 

At the nursery we believe, children should be children for as long as possible because they have many years of more structured teaching ahead of them. Therefore, the majority of our learning is through child-led play.

 

Play is a fantastic outlet for creativity, problem solving, social interaction etc. so we aim to provide a wide variety of play experiences and materials through which the children can try new things, experiment, ask questions, talk to each other, sing, dance, get messy at times, explore, and listen.

 

Play is child-led so every child can choose their own learning pathway in line with their individual likes and interests. Practitioners extend a child’s learning experience using spontaneous planning linked to children’s interests ‘in the moment’.

We take the children on educational trips in the local community to give them first hand experiences of the world we live in.

 

 

Children are active agents in shaping their own development, they are not simply blank slates who passively and unthinkingly respond to whatever the environment offers them. They have their own thoughts and motives so we give them the opportunities to choose their own activities, play and relationships.

Every child is unique

Every child is special

Every child can achieve

Wellbeing plays a cruial part in a child's intellectual and mental health. We use wellbeing and involvement scales to ensure that all children are happy at nursery and are focused, engaged and interested in their activities. This allows them to feel secure in their learning.

Wellbeing and Involvement