Another amazing year has gone by here at Alphablocks Nursery School, a year in which we have built on our Outstanding Ofsted results by pushing the boundaries of our early learning provision with innovative projects, for example, through our:
- Focused Learning Weeks, which included a High Scope Approach week
- Our “inter-generational project” where we visit a local care home and run joint activities with its residents
- Dedicated maths workshops, phonics classes, as well as our regular curriculum classes (drama, music & movement, Spanish with Bilingual Beats, etc.)
Our cohort this year, moving on to Primary school, is composed of 12 children who have made exceptional progress in all areas of learning.
To celebrate all their hard work and achievements, we put together a performance entitled “We’re Going on a School Hunt“, directed by Rebekah, our Drama Teacher.
“What did I do today? Let me think”
Eloise, age 4
During our “focused weeks” this Summer Term we explored in detail a specific educational approach every time. As part of this process, we made a lot of progress in implementing more elements of the High Scope approach. This is one of the four core early years educational methodologies that we follow as part of our overall hybrid philosophy.
Our hybrid educational approach at Alphablocks Nursery School has been recognised for its beneficial mix of pedagogical methods, which are naturally incorporated in our everyday practice and guide our children’s learning journeys. During this Spring Term we are focusing on a different approach every two-week ‘cycle’ (we call these ‘focused weeks’). Regular updates will be published in our blog.
Children at the age of two start developing a strong drive for independence and determination. They begin to want to do things for themselves. Most of the time this drive does not coincide with their actual abilities to do things in a timely or effective way. For example, children might not have the specific coordination skills required to put on their clothes by themselves. So, quite often, parents or teachers decide to step in to help them. However, this is not the most effective approach. Children need to be offered opportunities to master new skills in order to feel capable of taking on new responsibilities. They need to learn through trial and error.
We continued this Term with our “Bringing Stories to Life” project, in which children come up with various props to support story-telling, assume responsibilities and become immersed in stories that energise and fascinate them. This is what “active learning” is all about, and it is learning at its best.
Previous instances have included, for example: