Early Learning Opportunities Statement

At Winston’s Place Day Nursery, we promote the learning and development of all children in our care. We have a highly qualified and experienced workforce who recognise that every child is unique, with individual needs, interests, learning styles and developmental pathways. In line with the Early Years Foundation Stage Statutory Framework “every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured”. We understand that children learn at different rates and in different ways, and our practice reflects this understanding. We recognise that “children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).”

This statement sets out our curriculum, teaching and achievement (previously intent, implementation and impact) for early learning and forms part of our overall curriculum offer.

Staff plan challenging and enjoyable experiences across the seven areas of the curriculum. Our staff are ambitious for our children and guide and plan what children learn reflecting on the different rates at which they develop and adapting teaching and support to meet individual needs. In planning and guiding what children learn, practitioners “must reflect on the different rates at which children are developing and adjust their practice appropriately” (EYFS Statutory Framework). Our aim is to support all children attending the nursery to attain their full potential within their individual capabilities.

The curriculum is coherently planned, sequenced and progressive, ensuring children build knowledge and skills over time.

We provide a positive, inclusive play environment where children can develop confidence, social skills and an appreciation of the diverse, multicultural society in which we live. We actively promote equality, challenge stereotypes and value diversity in line with the Equality Act 2010.

We plan learning experiences to ensure, as far as is reasonably practicable, there is equality of opportunity for all children and a celebration of diversity. This includes ensuring that resources, experiences and the learning environment reflect the lives, cultures and identities of all children and families attending the nursery.

We ensure diversity is embedded throughout the curriculum rather than delivered as isolated experiences.

We maintain a personalised record of every child's development, showing their abilities, progress, interests and any areas requiring further support. Observations are used to inform next steps in learning and to ensure timely support and challenge.

Summative assessment is carried out at set points of the year including:
• Assessment on entry (starting point), including parental contributions. Progress check at age two.
• The Early Years Foundation Stage Profile (where applicable) or any other summative assessment e.g. when children transition to new rooms or leave for school.

Assessment is used to inform planning, identify gaps in learning and ensure children make good progress from their starting points.

For children whose home language is not English, we will take reasonable steps to:
• Provide opportunities for children to develop and use their home language in play and learning and support their language development at home; and value this as part of their identity and development
• Ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, while maintaining confidence and pride in their home language, so they are well prepared for year one

We recognise bilingualism as a strength and actively support communication development in all languages.
We ensure that the curriculum is carefully planned and well resourced to provide depth and breadth across all seven areas of learning, offering interesting and challenging experiences that meet the needs of all children. We recognise that “All areas of learning and development are important and inter-connected.” Our curriculum reflects the wide range of skills, knowledge and attitudes they will need as foundations for learning.

The characteristics of effective learning are embedded throughout daily practice, including playing and exploring, active learning, and creative and thinking critically.

Planning is based on a secure knowledge and understanding of how to promote the learning and development of young children and what they can achieve. Staff use the Development Matters guidance and other appropriate professional resources to support high-quality teaching and learning, while responding flexibly to children’s interests and developmental stages.

Planning is informed by ongoing assessment, children’s interests and staff professional judgement, ensuring learning is meaningful and responsive.

We implement the Early Years Foundation Stage (EYFS) set by the Department for Education “sets the standards that all early years providers must meet to ensure children learn and develop well.” We support and enhance children’s learning and development holistically through play-based activities. Our curriculum is designed to be coherent, progressive and inclusive.

High-quality interactions between adults and children are central to our curriculum delivery.

We regularly review all aspects of learning and development and ensure a flexible approach is maintained, which responds quickly to children’s learning and developmental needs. We develop tailor-made activities based on observations, which inform future planning and draw on children’s needs and interests. This is promoted through adult-led and child-initiated opportunities both indoors and outdoors.

Continuous professional reflection ensures that teaching and provision are consistently improved.

If we have concerns about a child’s progress in any area of learning, staff will discuss these sensitively with parents and agree appropriate next steps. In line with the EYFS Statutory Framework 2025, “providers must consider whether a child may have a special educational need or disability.”

Staff will consider whether a child may require any additional support, or if they may have a special educational need or disability which will require specialist intervention, in line with the SEND Code of Practice and the nursery’s SEND policy. In accordance with the EYFS statutory framework, “early years providers must have arrangements in place to support children with SEN or disabilities.” Where concerns arise regarding a child’s development, we recognise that “Where a child appears to be behind expected levels, or where a child’s progress gives cause for concern, practitioners must consider all the information about the child’s learning and development from within and beyond the setting.” (EYFS Statutory Framework 2025).

We recognise that “all children are entitled to an education that enables them to achieve the best possible educational and other outcomes.” (SEND Code of Practice: 0 to 25 years). Our practitioners work closely with families and professionals to ensure children receive appropriate support and intervention. We acknowledge that “Children with SEN and disabilities should be supported to fulfil their potential.” (SEND Code of Practice: 0 to 25 years).

Our approach to SEND support is child-centred and inclusive. We understand that “the purpose of identification is to work out what action the early years setting needs to take, not to fit a child into a category.” (SEND Code of Practice: 0 to 25 years).

We follow the graduated approach (assess, plan, do, review) in partnership with parents and external agencies where required.

Assessment is an integral part of our practice: we carry out ongoing assessment (formative) through observations and ensure that this does not take us away from interacting with the children.

Practitioners prioritise meaningful interactions over excessive documentation.

We recognise parents as children’s primary educators and encourage parental involvement as outlined in our Parents as partners policy. We build strong home links in order to enhance and extend children’s learning both within the nursery environment and at home. We hold regular progress meetings with parents/carers and maintain ongoing communication about children’s learning and development. We value “working in partnership with parents and/or carers” to support children’s learning and development.

We share information about the EYFS curriculum with parents and support them in understanding how children learn through play. Parents are signposted to further information and guidance via the following website: https://foundationyears.org.uk/

We ensure parents are well informed about curriculum intent and how learning is implemented across the setting.