In the Early Years at Henry Chadwick we believe in providing children with a safe and stimulating environment where they can flourish. We believe that building positive relationships and a nurturing environment will allow children to feel confident and enable them grow and develop. We pride ourselves on listening to children and those who care for them and using this information to personalise each child’s learning. We strongly believe that every child deserves the best possible start in life. We want to provide children with the essential knowledge that they need to prepare them for future success. Learning should be fun and we strongly believe in first hand learning, valuing the importance of the outdoor environment to develop children’s thinking and problem-solving skills. We understand the importance of practical learning experiences and strive to equip children with a love of learning and a natural curiosity. We are committed to giving our children the best possible start to their school life, teaching them skills which ensure their well-being now and success in the future.

In Early Years, children begin to develop their phonics knowledge as they begin their reading journey. We use a synthetic phonics programme called Read, Write Inc where children are introduced to 44 common sounds and how to blend, read and spell them. They are able to access a range of books matched to the phonics sounds that are changed weekly, which they take home to share with parents/carers. Teachers share a variety of books, which expose the children to rich language, themes and develop their knowledge of the world.

In teaching for mastery, our Early Years setting provides time and opportunities for children to make connections in their mathematical understanding.  They are therefore provided with many opportunities throughout the indoor and outdoor environments to develop and deepen their understanding through play as well as teacher-led sessions.  Practitioners provide different contexts for children to explore the same mathematical idea and multiple representations of this idea (including pictorial, informal jottings and mathematics equipment).  For mastery in early years, children are encouraged to communicate their mathematical thinking in a wide variety of ways including through manipulation of resources, gesture, pointing, body language, mark-making and talk.