Learning

We believe that for children to learn and develop to their full potential they need to be happy and secure in their environment. We achieve this by building strong attachments with the children and by having excellent professional relationships with their families. Each child has their own key person who ensures all their individual needs are provided for.

When a child feels secure they will be confident to learn, and children learn best through their play. We provide stimulating environments that children are involved with and that enable them to have some control over their own learning.

Staff plan physical and mental challenges for children in response to their interests (using observations to inform their planning). Staff extend learning by asking the right questions, suggesting solutions If invited to do so and encouraging the children to review the success of their activities. Using the characteristics of effective learning (COEL) detailed in the EYFS. The children are encouraged to use a variety of different methods and techniques of learning which can be adapted and extended when necessary to support the unique child.

Children and adults used sustained shared thinking which leads children to make connections in their learning.

At WHF we record and measure children’s progress and development through a secure Online Learning Journey called ‘Tapestry’; photos, videos and observations are added to each individual child’s journal which are cross referenced to the EYFS and COEL. Parental involvement is very high within this system and each parent has their own password and login in Tapestry to monitor and include their own photos and observation to ensure partnership working, working in collaboration to ensure the best outcomes for children in our care.

Our encouraging environments and enthusiastic staff mean children at WHF learn easily in a relaxed and fun atmosphere.

Inclusion/ special educational needs.

We welcome all children and their families to Whitehouse Farm. Every child is included in all activities and we work with the child, parents and carers to provide all the support a child will need. Our observations of a child combined with information provided by parents or carers is used to create an individual plan (I.P).

For children with Special Educational Needs and Disabilities (SEND) we adhere to the SEND code of practice, work closely with outside agencies who are involved with the child e.g. Speech and language therapist, this is done through reports and visits to the setting and through meetings.

Our Special Educational Needs and Disability Co-Ordinator (SENDCO) Clare attends all network meetings to ensure the setting is up to date with the latest SEND developments.

“Children who have special educational needs (SEN) and/ or disabilities are quickly identified and make rapid progress due to highly personalised and stimulating activities (OFSTED  Report 2018).