Curriculum & High Quality Teaching 

At Apple Daycare Ltd. we are passionate about providing high quality care and education for all children and instilling confidence in them to ensure they have the best possible start to their next chapter. 

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As part of our quality practice, we ensure children receive the highest quality care and education by:

• Having high expectations for all children so they can achieve the best outcomes 

• Building close attachments with children so they feel safe, secure, happy and can thrive

• Developing close relationships with families so together we can best support each child’s individual learning and development

• Implementing all of the safeguarding and welfare requirements of the Early Years Foundation Stage (2025) (EYFS)

• Ensuring that the EYFS learning and development requirements are embedded, including providing a curriculum that is underpinned by the EYFS principles, educational programmes, and the seven areas of learning and development

• Reflecting on all areas of practice and striving towards the Ofsted grade descriptors for outstanding quality indicators

• Ensuring all the EYFS assessment requirements are met: including the planning, observation, assessment and next steps, and that they are linked to each child’s individual needs and interests and are evaluated for effectiveness

• Having a highly qualified, skilled staff team that understand what is meant by high quality practice and how to deliver this, deploying staff appropriately to meet the individual needs of all children

• Creating and achieving the nurseries quality vision, mission and outcomes

Consistently delivering high quality practice and teaching that makes a difference to children's daily experiences

• Ensuring a solid understanding of the importance of pedagogy and child development amongst all practitioners

• Ensuring that the environment, resources and provision is of high quality both indoors and out; monitoring resources and equipment ensuring these are risk assessed and fit for purpose

• Providing children with wonderful experiences and opportunities giving them the best start in life

• Valuing continuous professional development for all staff and accessing a variety of training and development to support the needs of the children in the nursery

• Appropriately assessing children’s learning and development, recognising where children may need support and acting on this quickly

• Conducting regular supervision meetings with all team members to ensure all staff are supported to be the best they can be​

• Using peer on peer observations to share, discuss, and improve practice across the setting

 

• Monitoring all practice and feedback ideas or improvement

 

• Undertaking a quality improvement programme to ensure quality is embedded throughout the nursery

• Engaging with families and carers to supporting the home learning environment

• Operating a robust and embedded quality improvement and evaluation process across the settings that includes all parties such as practitioners, children, parents and external partners

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Our Curriculum

 

The curriculum was created using the  EYFS Framework, Birth to 5 matters, and Development Matters and is the basis of all the activities and provision we provide for the children.  It is split up into the 7 areas of development and then further split into 3 different terms, sub divided into 6 half terms that cover the whole year. 

The curriculum can be seen as specific targets that we aim for the children to achieve that term. Each week we have a different theme and we try to match these to what is happening in the world at that time. For example key events such as Mothers Day, Christmas, Hanukkah, ect….

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Curriculum Tracking

 

Curriculum tracking is a process we use to monitor each individual child’s development. Our Curriculum is used by the key worker to track their key children each Half term ( every 6-8 weeks). If we have a child that has suspected SEND, or weaknesses in specific areas, we will track them every 4-6 weeks to see if there is an emerging need and monitor them more closely, allowing for early intervention.

We have 3 terms, broken up into half term tracking; Spring Term 1 & 2, Summer Term 1 & 2, Autumn Term 1 & 2.

  Each key worker is responsible for tracking their key children each half term. The Setting Manager supports this assessment and works alongside the key workers to set appropriate next steps. We work closely with families to agree clear outcomes, tailored support strategies, and next steps, always considering the child's voice. ​

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