The period from age 3 to the end of the Reception year is described as the Foundation Stage.

The curriculum provided should underpin all future learning by supporting, fostering, promoting and developing children's:

• positive attitude to their learning;
• social skills;
• attention skills and persistence;
• language and communication;
• mathematical skills;
• knowledge and understanding of the world;
• physical development;
• creative development.

The Early Years curriculum should be planned to enable most of the children to achieve most of the Early Learning Goals by the end of the Foundation Stage. These goals were laid down by the DfEE in October 1999.

The Pre-school aims to provide learning activities in a safe and stimulating environment and offer social contact for Pre-school children in order to develop their confidence, maturity, independence, creativity, imagination and language.

We work towards the Early Learning Goals for the Foundation Stage.

The curriculum for the Foundation stage should underpin all future learning by promoting, supporting, and developing children's:

Personal, social and emotional wellbeing; in particular by supporting the transition to and between settings, promoting an inclusive ethos and providing opportunities for each child to become a valued member of the group and community so that a strong self-image and self esteem are promoted.

Positive attitudes and dispositions towards their learning; in particular an enthusiasm for knowledge and learning, and a confidence in their ability to be successful learners.

Social skills; in particular by providing opportunities that enable them to learn how to co-operate and work harmoniously alongside, and with, each other and to listen to each other.

Attention skills and persistence; in particular the capacity to concentrate on their own play or in group tasks.

Language and communication; with opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to practice and extend the range of vocabulary and communication skills they use, and to listen carefully.

Reading and writing; with opportunities for all children to explore, enjoy, learn about, and use words and text in a broad range of contexts and to experience a rich variety of books.

Knowledge and understanding of the world; with opportunities for all children to problem solve, make decisions, experiment, predict, plan and question in a varied range of contexts; and to explore and find out about their environment, and people and places that have significance in their lives.

Mathematics; with opportunities for all children to develop their understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practice and talk about them.

Physical development; with opportunities for all children to develop and practice their fine and gross motor skills, increase their understanding of how their bodies work and what they need to be healthy and safe.

Creative development; with opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role play activities.

Environment for learning; the atmosphere in the pre-school should be one where young children can feel happy and secure. The environment should be stimulating, challenging and aesthetically pleasing. Structured play, where learning has been clearly identified, and planned for.