Values and Aims
Quality of Education
To deliver a high-quality, ambitious curriculum aligned with the Early Years Foundation Stage (EYFS), supporting children's progress across all seven areas of learning and development.
To provide a stimulating learning environment where children learn through purposeful play, exploration, and meaningful experiences that are age-appropriate and responsive to their individual needs and interests.
To support all children to achieve their full potential, including children with special educational needs and/or disabilities (SEND), through inclusive practice and reasonable adjustments to the environment and provision.
Behaviour and Attitudes
To promote positive behaviour, self-regulation, and emotional wellbeing by providing consistent routines, clear expectations, and nurturing relationships.
To encourage children's independence, confidence, and resilience through opportunities for choice, responsibility, and self-care.
To promote healthy lifestyles, including healthy eating choices and regular physical activity through both indoor and outdoor play.
Personal Development
To support children to develop their personalities, talents, and abilities, recognising and valuing diversity and ensuring equality of opportunity for all children regardless of ethnicity, culture or religion, language and communication needs, family background, learning difficulties, disabilities, or gender.
To promote children's physical, social, emotional, and mental wellbeing through inclusive practice, positive role modelling, and enriching learning experiences.
To help children build positive relationships and develop the skills they need for future learning and life beyond the early years.
Leadership and Management
To safeguard and promote the welfare of all children by maintaining robust safeguarding systems and ensuring all adults working within the setting are trained, knowledgeable, and confident in implementing policies and procedures consistently.
To establish strong partnerships with parents and carers, recognising them as children's primary educators and working collaboratively to support children's learning, development, and individual needs.
To support families in accessing additional services and support through government, professional, and voluntary sectors when appropriate.
To ensure effective leadership through continuous self-evaluation, reflective practice, and participation in quality assurance processes to drive ongoing improvement.
To provide ongoing professional development and training for all staff to ensure compliance with current legislation, statutory guidance, and best practice in early years education and child safety.