Why do we do what we do?
We believe that every child, regardless of ability or advantage is a strong, confident and capable learner, who is able to fulfil his or her potential by connecting with their unique talents to “find their element” to live their life well and thrive.
We want our children to be happy, friendly and respectful members of the Bledlow Ridge School learning community and beyond, with a passion for life-long learning. We want to develop our children into confident risk takers throughout all learning opportunities across the curriculum. We want our children to develop a strong foundation in all areas of learning and development in the Early Years Foundation Stage (EYFS), be curious and inquisitive learners and challenge and be challenged to become the best version of themselves.
How we implement what we believe:
In order to fulfil our belief, we follow a ‘planning in the moment’ curriculum. To enable us to ensure that this approach is relevant and effective for all our children’s learning journeys, our work is guided by Froebelian principles.
What is ‘Planning in the Moment’?
Our Reception class is organised and managed by adults, but led by the children by building on their natural and innate desire to learn.
The core principle to our practice is that children follow their own interests within a well organised and stimulating environment. Practitioners observe, support and extend children’s learning by identifying the teachable moment during children’s play and plan for and support their next steps to enable them to make progress.
The impact of this is that…
- Feel safe, valued and important.
- Are the focus of the learning because practitioners react to the child’s interests immediately.
- Through spontaneous interactions, are provided with the most beneficial experiences, thus opening up a wider range of learning opportunities and possibilities.
- Show high levels of involvement, leading to deeper thinking and creating stronger connections in their learning.
- Complete the planning cycle in the actual moment, several times daily, assuming progress at a quicker rate.
- Demonstrate an excellent understanding of child development by considering each child’s individual needs.
- Become facilitators and partners in the children’s learning by continually reflecting and building upon any insights gathered from the session, leading to a coherent curriculum.
- Spend more time focusing on and working with the children because planning documentation is significantly reduced.
Through an Enabling Environment:
- Children experience a sense of belonging, through meaningful engagement with resources and activities.
- The learning provision is organised to reflect the children’s interests to engender exploration, curiosity and critical thinking.
- Everything that a child requires to learn freely, is available and accessible.
Froebelian principles will support our approach to learning by:
Developing unity and connectedness in learning by:
Recognising all children as autonomous learners by:
Valuing childhood in its own right by:
Building strong relationships:
Enabling creativity by:
Placing importance on play by:
Engaging with nature by:
Working with knowledgeable and nurturing educators by:
 “The things [children] love to do and the things they are good at coming together,” in Robinson, K & Aronica, L (2009:xiii), The Element: How Finding Your Passion Changes Everything, Penguin (London.)
 Ephgrave, A (2013:2), The Reception Year in Action: A month-by-month guide to success in the classroom, Routledge (London.)
 https://www.froebel.org.uk/about-us/froebelian-principles, Last Accessed: 19/07/2022.