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Ryvers Early Years

Ryvers Early Years Foundation Stage 

Ryvers Early Years Foundation Stage School Vision 

Children come to Ryvers Early Years to be happy and successful. At Ryvers Early Years we do not just provide a broad and balanced learning experience for our children, we also provide one with depth, challenging them to become curious and independent learners who are inspired by our rich and varied curriculum.

 

We encourage a strong community spirit, where we show respect and consideration for each other; understanding and celebrating differences and upholding kind and well-mannered behaviour. We create a safe and happy environment with motivating and enjoyable learning experiences that enable children to become confident and independent learners. We value the individual child and work alongside parents and others to meet their needs and help every child to reach their full potential.

 

As outlined in the Early Years Foundation Stage statutory guidance 2017 ‘Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child's experiences between birth and age five have a major impact on their future life chances.’ 

Ryvers Early Years Environment

A quality and purposeful learning environment is essential to promote children’s learning. At Ryvers Early Years the classes are open planned to allow children space to move freely to explore. We believe in providing children with space to maximise their learning with a variety of resources readily available to promote independence. Just as important, children have access to a dedicated outside learning environment with a purpose built covered area. This allows the children to access the outdoor area in all weathers.

The Early Years Foundation Stage Curriculum

We adhere to the Statutory Framework of the EYFS and the four guiding principles that shape practice within Early Years settings. 

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
  • Children learn to be strong and independent through positive relationships
  • 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 and parents and/or carers
  • Children develop and learn in different ways and at different rates
  • We plan an exciting and challenging curriculum based on our observation of children’s needs, interests, and stages of development across the seven areas of learning to enable the children to achieve and exceed the early learning goals. 
  • All the seven areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children's curiosity, enthusiasm for learning and for building their capacity to learn, form relationships and thrive. (DFE 2014: 1:3)

 

Learning through Play

Learning through play is an important part of our Early Years classrooms. We believe children learn best from activities and experiences that interest them. Children’s interests are used as a starting point; we provide children with stimulating and active play experiences in which they can explore and develop their learning to help them make sense of the world. Through their play they have opportunities to think creatively and critically alongside their peers as well as on their own. They are able to practise new skills to build upon and revisit prior learning. We believe it is important that adults take an active role in child initiated play through observing, modelling, facilitating and extending their play. Getting the balance right between child initiated play, which is controlled, and adult led activities is very important to us.

Parents as Partners

We believe that parents and carers are a child’s first educator and therefore work very closely to ensure they are involved in what we do with their child at school. We strive to create and maintain partnership with parents and carers as we recognise that together, we can have a significant impact on a child’s learning. We welcome and actively encourage parents to participate confidently in their child’s education and care in numerous ways.  Starting nursery can be a new experience for children and we want to make the transition for children as seamless as possible. We work with parents to ensure a smooth transition through telephone calls, visits to the nursery and staggered starts.  At Ryvers school and nursery we firmly believe that a good partnership with parents will enable their children to make more progress and flourish.

 

What age can children start Ryvers Nursery?

Children can attend nursery until the end of the summer term before they start Reception (which is the September after their 4th birthday).

Children joining the nursery in September 2021 should be born between 1st September 2017 and 31st August 2018

To apply for a Nursery place please submit your application via the school. 

 

What age can children start Ryvers Reception?

Children can start Reception the September after their 4th Birthday. Children joining the Reception in September 2021 should be born between 1st September 2015 and 31st August 2017

 

To apply for a Reception place please submit your application to Slough borough Council 

http://www.slough.gov.uk/schools-and-learning/school-admissions.aspx

https://capita.slough.gov.uk/CitizenPortal_LIVE/en

 

 

Welcome to Ryvers Nursery September 2020

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Welcome to Ryvers Reception September 2020

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Reception parents meeting June 2020

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  • Ryvers Primary School,
  • Trelawney Avenue,
  • Slough,
  • Berkshire,
  • SL3 7TS
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