Understanding the World
Our Intent
Ofsted 2020
“The outdoor provision is delightful. It allows children to explore, have adventures and take risks safely. If needed, staff are always on hand to offer them support. Many parents and carers commented that ‘nature school’ is a highlight of their child’s week. Children are excited to build dens, climb trees and look for bugs. They said that they love to ‘drink hot chocolate in the great outdoors.”
At Reddish vale Nursery we promote opportunities for children to make sense of the world around them, developing their cultural capital. We strongly believe in starting from the child and identifying each child’s unique experiences and interests. Each child experiences the world around them in a different way and it is our role to understand and build upon these experiences. We value outdoor learning and our high quality outdoor areas are accessible at all times. Nature school is a valued and integral part of the Nursery day. It takes place in a natural environment, separate to the continuous provision and is designed to promote children’s relationships with the natural world. Nature school promotes holistic development by fostering resilient, confident, independent and creative learners. Children are offered the opportunity to take supported risks, appropriate to the environment and themselves.
We have a culturally diverse setting and therefore we draw upon the cultural knowledge, skills and talents children bring with them from home. We follow the ‘Think Equal’ programme where “Our mission is to teach all children that all humans are equal and equally to be valued. We want to eliminate discrimination, disrespect, and violence from the next generation, and bring empathy, wellbeing, loving relationships, pro-social behaviours and attitudes in their place.”
The Nursery takes part in an annual visit to Reddish Vale Farm. Through engaging with purposeful farming tasks the children learn to develop new skills, cope with risks, overcome fears and become increasingly independent. Children walk to the farm which provides the opportunity to learn about road safety, and observe and comment on the local environment.
“Rich play, virtual and real world experiences support learning about our culturally, socially, technologically and ecologically diverse world and how to stay safe within it. They also cultivate shared meanings and lay the foundation for equitable understandings of our interconnectedness and interdependence.” Birth to 5 matters – Non statutory guidance for the Early Years Foundation Stage
Implementation and Impact
2 year old provision
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Implementation |
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Children explore their natural world, for example in the large sandpit, in the minibeast house, splashing in puddles. |
Nature offers endless opportunities for learning. From observing animals and plants to understanding concepts like cause and effect (e.g., dropping a rock into water creates ripples), children can develop their cognitive abilities through hands-on exploration. |
Use of Makaton and visuals Songs and stories in different languages/ cultures Symbolic representation of words Modelling adapted to each child Objects of reference used One page profiles as a communication passport SALT advice followed for specific children.
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Children engage in planting activities using the large planters |
Planting activities introduce children to basic scientific concepts such as growth, decay, and the needs of living things. They learn about the importance of sunlight, water, soil, and air for plant growth, laying the groundwork for future scientific inquiry. |
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Children are provided with a variety of sensory experiences through the provision of different materials |
Sensory activities provide opportunities for hands-on exploration and discovery. Children use their senses to investigate objects, materials, and natural phenomena, discovering new properties, characteristics, and relationships in their environment. |
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Children experience different cultures by joining in with celebrations |
Exposure to different cultures helps children develop an understanding and appreciation for diversity. It teaches them that there are various ways of living, speaking, dressing, eating, and celebrating, fostering respect for people from different backgrounds. |
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Children celebrate their own and others families through the family photo board |
Learning about different family structures encourages children to think critically about societal norms and assumptions. It prompts discussions about the meaning of family, challenging stereotypes and fostering open-mindedness. |
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Cooking activities are planned frequently. |
Cooking provides a practical way for children to explore scientific concepts such as changes in states of matter (e.g., melting butter, boiling water), chemical reactions (e.g., baking soda reacting with vinegar), and the role of heat in food preparation. They learn about cause and effect and the importance of following a sequence of steps. |
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Children use simple tools to make their own playdough |
Mixing ingredients to create playdough offers opportunities for scientific exploration. Children observe how different substances interact and learn about concepts such as measurement, mixing, and cause and effect. They can experiment with variations in ingredients to see how they affect the texture and properties of the playdough. |
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Children engage with cause and effect toys such as shape sorters. |
Engaging with cause and effect toys encourages children to make predictions about what will happen when they interact with the toy. They then observe the actual outcome, allowing them to compare their predictions with reality. This process promotes critical thinking and observational skills. |
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3/4 year old provision
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Implementation |
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Adults are trained in the delivery of nature school sessions and are able to promote the learning opportunities offered by the natural environment. |
As nature school sessions take place all year round, the change in seasons and variation in weather provides a wealth of different play opportunities. Children are given the opportunity to explore, and respect, different plants and wildlife.
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Use of Makaton and visuals Songs and stories in different languages/ cultures Symbolic representation of words Modelling adapted to each child Objects of reference used One page profiles as a communication passport SALT advice followed for specific children.
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Children are encouraged to grow and care for fruits and vegetables through the use of allotments in Nursery. |
Through the use of allotments children learn about natural processes through play. They learn how to care for plants and what plants need in order to grow. Children are provided with opportunities to consume what they have grown, nurturing self confidence and healthy diet habits.
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Throughout the year, children learn about and explore a variety of festivals and celebrations through group time and activities within the provision. |
Festivals and celebrations include Diwali, Eid, Christmas, Chinese New Year, Easter and more. These activities help to shape the children’s experience and build on their knowledge of the world around them. |
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Throughout the year, we welcome a variety of visitors into the setting to offer their expertise and knowledge to the children. Examples include Gill from the Music Service, our Community Police Officer, baby goats from Reddish Vale Farm, the dentist, hatching eggs, a member of the hive project and a visually impaired author.
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Visitors to nurseries play a vital role in enriching children's learning experiences by providing diverse perspectives, hands-on activities, cultural insights, and real-world connections. Their presence enhances the curriculum, inspires curiosity, and fosters a love of lifelong learning in children. |
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Children’s own cultural capital is used as a starting point through home visits, sharing experiences on Tapestry and discussions with children at registration time. |
Each child's experiences are unique and contribute to the rich tapestry of human diversity. By sharing their experiences, children offer glimpses into their cultural backgrounds, traditions, and perspectives. This promotes mutual understanding, empathy, and appreciation for diversity among peers. |
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The Nursery follows the Think Equal programme in which diversity is celebrated and children are taught to care for the world around them. |
Learning to care for the planet fosters connections to nature, culture, and community. Children develop a sense of belonging to the natural world, strengthen social bonds and build a collective commitment to protecting the planet. |
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Children and their families are used as a starting point to recognise and value all different types of family settings through discussions, books, jigsaws and displays.
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Learning about different family structures encourages children to think critically about societal norms and assumptions. It prompts discussions about the meaning of family, challenging stereotypes and fostering open-mindedness. |
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Adults know to challenge stereotypes and plan for activities that teach non stereotypical attitudes. |
Challenging stereotypes in the EYFS is essential for promoting equity, fostering inclusivity, nurturing positive identity development, preventing bias and discrimination, supporting social and emotional well-being, preparing children for a diverse world, and modelling positive behaviour for future generations. |
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Children are taught about life cycles such as trees, flowers, vegetables, tadpoles and butterflies |
By studying life cycles, children develop a basic understanding of biological processes such as growth, development, reproduction, and adaptation. This lays the foundation for more advanced scientific learning in the future. |
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Children are encouraged to be aware of their surroundings by undertaking their own risk assessments, such as when climbing trees or visiting nature school. |
While risk assessment helps children identify and avoid dangerous situations, it also encourages healthy risk-taking and exploration. Children learn to distinguish between risks that are worth taking and risks that pose genuine threats to their well-being. |
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Children are taught to make predictions and notice cause and effect such as floating and sinking, melting ice, mixing colours |
Making predictions requires children to engage in critical thinking and problem-solving. It encourages them to use their existing knowledge, observations, and reasoning skills to anticipate future outcomes, which supports cognitive development and strengthens neural connections in the brain. |
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Technology is used to enhance children’s learning such as the use of iPads, QR codes, beebots, cameras, phones and interactive whiteboards |
When used effectively and responsibly, ICT can enrich learning opportunities and empower children to thrive in a rapidly evolving digital world. |
Knowledge and skills progression
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Knowledge and skills progression in the 2s Emerging
Developing
Secure
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Knowledge and skills progression in the 3s and 4s Emerging
Developing
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Nature School
The children visit our Nature School regularly throughout the year with their key worker. During this time, they get the opportunity to explore and ask questions about the nature world and manage risks. We have a pond area where the children learn to approach in a safe manner and where they can witness the life cycle of frogs from tadpole to frog.
We also promote the children's independence skills through Nature School, children are encouraged to independently get ready for Nature School in small steps.
Vegetable Patch
We have a wonderful gardening area, which has a number of planters. Every year, the children help plant and care for a particular vegetable in their key worker groups.
This teaches our children about growing, healthy eating and the importance of caring for vegetables.
Celebrating Different Cultures and Religions
We love learning about all the different cultures and religions in our world. Throughout the year, we learn and explore a variety of festivals and celebrations through group time and activities within the provision. Festivals and celebrations include Diwali, Eid, Christmas, Chinese New Year, Easter and more!
We are always looking to invite families into the Nursery to discuss their religion and festivals with the children. If you would like to visit the Nursery to discuss a celebration, please contact the school office.
Lifecycles
Every year we welcome additional creatures into our Nursery for the children to witness life cycles first hand. We alternate from chicken eggs to caterpillars so the children who are with us for over a year have two different experiences.
Visitors
Throughout the year, we welcome a variety of visitors into the setting to offer their expertise and knowledge to the children.
We are always looking at inviting different family members into Nursery to discuss their jobs. If you have an occupation that you feel may be of interest to our children, please speak to your key worker.
Farm Trip
Before our children leave us to go to big school, we take a trip to Reddish Vale Farm. This offers all our children the first hand experience of seeing farm animals and having the opportunity to ask questions to deepen their knowledge. They get to handle the smaller animals and feed the larger animals too.
During this trip, children develop their knowledge on risks as we carefully walk down the road to the farm.
