The BLPS Kindergarten, with a current capacity of 240 seats was started for 3 to 5 years old in 2002. The BLPS Nursery provides the foundations for children to make the most of their abilities and talents as they grow. The Nursery Programme at BLPS is based on the Howard Gardener’s theory of multiple Intelligences (HGMI) as its guide. To meet the needs of our students, we provide a programme for the overall development of 3-5 years old children's physical, social, emotional and educational needs. Our daily routine provides fun activities, based on thematic units that are specifically designed around learning through Song, Dance & Activities. Each learning area in the routine, fosters the student’s different interests in a supportive and caring manner.
The BLPS Nursery recognises that children’s capabilities, their home backgrounds and cultures. In this age group, learning is primarily through play. The Nursery programme is based upon planned structured and unstructured play experiences that enhance students' development and stimulate their curious minds.
We provide your child with the opportunity to work within a structured, yet flexible routine, which will flow with their needs. Our small group size and high staff ratios will ensure that each student's learning is individualised, whilst challenging and achievable. This will enable every student’s learning journey to be supported through a range of experiences. We also recognise the importance of parents and teachers working together to support and extend children in the early years setting. This partnership creates a positive impact on the children’s learning. In this safe and nurturing environment, your child will acquire the necessary skills during the early years.
We believe that it is only within a familiar and motivating setting, managed by professional educators, that children are able to develop self-confidence to explore, learn and grow.
The Nursery setting
The Nursery is an open-planned setting, which presents the students with the opportunities to make choices throughout each session. Our daily programme is designed to reflect students needs, interests and stage of development. Using individual learning objectives, they interact, explore, investigate and further develop their communication skills through a variety of learning centres.
Key Learning Areas
Each of the Key Learning Areas is equally important and cannot be delivered in isolation of each other. Therefore, each experience presented to the students fosters more than one Key Learning Area, thus supporting a rounded approach to their development. Free play underpins all development and learning for young children. Most children play spontaneously and it is through play, that they develop intellectually, creatively, physically, socially and emotionally. Through our open-planned rooms, children are able to choose from a variety of activity stations.
Enabling students to choose between book corner, messy play or construction play allows them to make choices reflecting their natural interests and impulses whilst learning to make smooth transitions between experiences. The Key Learning Areas are integrated into our daily programme through a variety of child-initiated and teacher-led experiences. All experiences, whether indoors or outdoors, show our understanding that all children learn and develop in different ways and at different rates. This allows them to interact in a positive and meaningful way, at their own level and pace.
The progress of each child will be monitored through observations, work samples, photographs, portfolios and Parent-Teacher Conferences. This information will be integrated into a profile/report, creating a collective assessment tool, which will help in setting the student’s personal goals. These profiles also provide a summary of each student’s progress towards the Early Learning Goals. Together, these strategies enable us to achieve our objective of providing a suitable level of challenge for happy, well-motivated students.
All children will be able to interact in a positive and meaningful manner, at their own level and pace.
Howard Gardener’s theory of multiple intelligences (HGMI)clearly identifies key learning areas (KLAs) used as the foundations for a nursery programme.
On-going observational assessments are completed on each student. These enable staff to identify each student's developmental abilities, interests, and needs. It is through this information that staff implements planning for every student's continuing development through structured and unstructured play based activities. The key learning areas are reflected in our daily programme through a variety of materials and resources in our play areas. The early learning goals defined in the key learning areas help in laying secure foundations for every student’s learning.
THE PRIME AREAS OF FOCUS IN THE KINDERGARTEN:
Communication and language
Listening and attention: Students listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: Students follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: Students express themselves effectively, showing awareness of the listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Moving and handling: Students show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: Students know the importance of physical exercise and a healthy diet for good health, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, Social and Emotional Development(PSED)
Self-confidence and self-awareness: Students are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: Students talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: Students play co-operatively, taking turns with others. They take account of each other’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other students.
SPECIFIC AREAS OF FOCUS
Reading: Students read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding while talking with others about what they have read.
Numbers: Students count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: Students use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the World
People and communities: Students talk about past and present events in their own lives and in the lives of family members. They know that other students don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: Students know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: Students recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive art and design
Exploring and using media and materials: Students sing songs, learn music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: Students use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.