Our Day

The Curriculum (EYFS) 2012 (revised 2017)

We aim to make Nibley House Nursery a welcoming place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

We must follow the Statutory Framework for the Early Years Foundation Stage.  Children are competent learners from birth and develop and learn in a wide variety of ways, as a setting we must therefore look carefully at the children within our care, consider their needs and interests and their stages of development and use the EYFS to plan challenging and enjoyable experiences for all the children within our care. 

  • Four guiding principles should shape practice in early years settings. These are:


Unique child

Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;

Positive relationships

Children learn to be strong and independent through positive relationships;

Enabling environments

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;

Child development

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.

There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.


These three areas, the prime areas, are:

Communication and language;

Physical development;

Personal,  social  and emotional development

These are the areas that the staff in the Dragonflies room work on with the younger children at the setting.  Without these skills we cannot progress onto the next four areas. 

We must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:



Understanding the world; and

Expressive arts and design.

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Expressive Arts and Design

This involves enabling the children to explore and play with a wide range of media and materials as well as providing opportunities and encouragement for sharing their thoughts, ideas and feeling through a variety of activities in art, music, movement, dance, role play and design and technology

Undertanding the World

This involves guiding the children to make sense of their physical world and their community through opportunities to explore, observe and find out about peoples, places, technology and the environment 

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Physical Development

This involves providing opportunities for young children to be active and interactive, and to develop their coordination, control and movement.  Children are helped to understand the importance of physical activity and to make healthy choices in relation to food.

ABC Cubes


This area involves encouraging children to link sounds and letters and to begin to read and write.  Children are given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest

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This area involves providing children to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces and measure. 

Personal, Social and Emotional Development

This area involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups, and to have confidence in their own abilities. 

Communication and Language

This area involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.