“All children rapidly reach their developmental milestones.”
Ofsted, 2022

The Ready to Learn Curriculum

The Ready to Learn programme was devised by a multi-agency group of professionals from Redbridge Children’s centres, the early years and childcare improvement team, NELFT, Families information direct, primary schools and Valentines Nursery.

Our curriculum is focussed on our experiences of working with children over the last 20 years in our local area and is forever evolving to take into account the economic, social and environmental changes around us that effect each child’s life. Alongside this we understand that every child’s family life and dynamics are different and individual to their own needs. This is also known as ‘cultural capital’.

We have the opportunity to provide a child with the tools and foundation to grow and succeed by:

  • Becoming resilient, adapting and willing to have a go
  • Enjoying life and being satisfied with their own achievements
  • Feeling assured, confident and independent
  • Being willing to discover new things and develop their own curiosity
  • Being young healthy and happy

Our approach to achieving this is outlined in our aims and ethos:

  1. To provide a rich and balanced curriculum, where children will learn through their play in a happy, secure and stimulating environment with a balance between child initiated and adult supported learning both indoors and outdoors.
  2. To ensure that all children feel welcome, respected and included within our setting and are valued for who they are and the uniqueness that they bring.
  3. To involve parents as partners, working and thinking together to help children to become confident and successful learners.
  4. To provide a secure base for children to become emotionally secure and resilient, carefully managing smooth transitions between leaving their home and settling in to our nursery, as well as moving on to school.
  5. To provide excellent role models for the children in everything that we do, including within our relationships with other children, parents and staff.
  6. To ensure that children remain safe, healthy and well cared for at all times.
  7. To continually self-reflect and evaluate our practices so that we may do the very best that we can, in helping children to achieve their best outcomes.
“Staff expertly support children to become self-confident, resilient and independent. They are extremely well prepared for the next stage of their education.”
Ofsted, 2022

The Ey-Log System

We use an online system called the Ey-log to record all of our observations, planning and assessment. Each child is given their own individual ‘learning journey’. The system enables the key person to take images, videos, audio recordings, as well as written observations that are tracked using ‘Birth to Five Matters’ and are immediately posted for a parent to view. This promotes strong parent partnership as parents are able to make comments and provide input in their child’s learning, as well as having a clear and accurate understanding of their child’s interests and development.

The Ey-Log system is very effective in helping us achieve our goal of having a strong planning system. It is easy to use and ensures that every child is been assessed and every area is being monitored and observed. It provides sections that enable the key person to observe, plan and assess in a clear and precise manner without having any ‘gaps’. This also makes it easier for the management team to closely monitor and ensure that we are constantly providing the optimum planning system for each individual child.

Summative Reports/Transition Reports

“Managers and staff deliver an effective cycle of assessment. They robustly identify what children know and can do.”
Ofsted, 2022

This refers to a summary of all the formative assessment done over a longer period of time and makes statements about a child’s achievements. The key person will carry out a yearly summative report for each child that is added on the Ey-log system, this informs parents of the progress their child has made and the next steps that will go on to further develop their learning and development. The transition report is similar to the summative report; however, it also informs the next setting of the child’s personality and the way in which they prefer to learn and explore in the environment. Reports are discussed in parent consultation meetings, which take place every 6 months, this is to ensure that parents are able to contribute to their child’s next steps and are able to check in with the key person.

Two Year Checks

Statutory Two-Year Checks are completed on children when they are between 24 and 35 months old. This is an assessment that covers the three prime areas of learning and incorporates information on any areas that the child may need extra support in. Two Year checks are usually the first chance a key person has to assess if a child needs any extra support such as speech therapy or if they have any SEND needs. These reports are again discussed with parents in a meeting and are also shown to the health visitor.

“Children with special educational needs and/or disabilities are extremely well supported in their learning.”
Ofsted, 2022