Our commitment at NAISAK is to create and maintain a safe, happy and child-centred environment in which children are inspired to become purposeful, life-long learners.
In the Early Years Foundation Stage our aim is that upon leaving Early Years, NAISAK students have a strong sense of self, feel positive about their abilities as a learner, have formed constructive relationships and are confident communicators.
“Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its’ own right and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services they want to know that provision will keep their children safe and help them to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance.” Statutory Framework for the Early Years Foundation Stage.
At NAISAK we follow the EYFS framework, which is statutory in the UK for all Ofsted registered settings. In doing this we are adopting a curriculum which entirely follows the British education system and provides children with the best possible start to their schooling by:
Setting high standards for the learning, development and care of our children, ensuring that every child makes progress and that no child gets left behind;
Providing for equality of opportunity, ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability – this includes children who may be Gifted and Talented in areas of learning;
Creating a partnership between parents and educators in which regular communication and mutual support is fundamental;
Laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child and informed by the use of ongoing observational assessments.
From the child’s perspective, a curriculum such as this should be full of real-life, concrete experiences. Children will often be informally consulted about their learning environments and learning opportunities – we will always endeavour to follow their interests to ensure planned activities and themes are motivating for them. Students should feel happy, safe and secure at school and should have ownership of their classroom.