Our curriculum

Our setting aims to:

  • provide high-quality care and education for children below statutory school age;
  • work in partnership with parents to help children to learn and develop;
  • add to the life and well-being of the local community;
  • offer children and their parents a service that promotes equality and values diversity.

Parents are regarded as members of our setting and have full participatory rights. These include a right to be:

  • valued and respected;
  • kept informed;
  • consulted;
  • involved; and
  • included at all levels.

As a community-based, voluntary-managed setting, we also depend on the goodwill and involvement of parents to keep going. Securing the support and commitment of our parents and carers is crucial to the ongoing success of our setting.
Children's development and learning
We aim to ensure that each child:

  • is in a safe and stimulating environment;
  • is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteers and volunteer parent helpers;
  • has the chance to join in with other children and adults to live, play, work and learn together;
  • is able to take forward her/his learning and development by being helped to build on what she/he already knows and can do;
  • has a personal key person who makes sure each child makes satisfying progress;
  • is in a setting that sees parents as partners in helping each child to learn and develop; and
  • is in a setting in which parents help to shape the service it offers.

The Early Years Foundation Stage
The provision for children's development and learning is guided by the Early Years Foundation Stage (DfE 2012). Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage:

  • A 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, parents and carers.
  • Learning and 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.

How we provide for development and learning
Children start to learn about the world around them from the moment they are born. The care and education offered by Splash & Dash helps children to continue to do this by providing them with interesting activities that are appropriate for their age and stage of development.
The Areas of Development and Learning comprise:
Prime Areas

  • Personal, social and emotional development
  • Physical development
  • Communication and language

Specific Areas

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education.
The Development Matters guidance sets out the likely stages of progress a child makes along their learning journey towards the Early Learning Goals. Our setting has regard to these matters when we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understanding they need for:
Personal, social and emotional development: making relationships; self-confidence and self-awareness; and managing feelings and behaviour.
Physical development: moving and handling; and health and self-care.
Communication and language: listening and attention; understanding; and speaking.
Literacy: reading; and writing.
Mathematics: numbers; and shape, space and measure.
Understanding the world: people and communities; the world; and technology.
Expressive arts and design:exploring and using media and materials; and being imaginative.