The curriculum

The children follow the Early Years Foundation Stage curriculum which sets the standards that all Early Years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. There are three prime areas:
• communication and language
• physical development
• personal, social and emotional development

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

There are four specific areas:
• literacy
• mathematics
• understanding the world
• expressive arts and design

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role- play, and design and technology.


Dutch as an Additional Language

First language English speakers learn Dutch as an additional language in a small group setting. Nursery children are usually supported first in their classroom and as the year progresses, are withdrawn by the specialist teacher to work in a small group setting in the Dutch classroom. Reception children attend a minimum of two Dutch lessons a week in the Dutch classroom. Here, they build up basic vocabulary and learn simple words and phrases that will be useful to them in the classroom and beyond.

Native Dutch

Native Dutch speakers attend Dutch as a native tongue lessons. Children must have Dutch parents / speak Dutch in the home to qualify for these lessons. The Dutch teacher follows a similar programme to that taught in a Dutch school.

English as an Additional Language (EAL)

Many children join the EYS School with little or no knowledge of the English language. Nursery children are usually supported first in their classroom and as the year progresses, are withdrawn by the specialist teacher to work in a small group setting in the English classroom. Reception children are withdrawn to the English classroom from the start of the year and attend 2-3 English classes per week depending on their ability. Here, they build up basic vocabulary and learn simple words and phrases that will be useful to them in the school environment and beyond. We aim to instill confidence in the children, creating a secure environment in which they can practise and apply their new knowledge. Children learning English do not attend Dutch classes.

Learning Support (LS)

The School is “non-selective” and provides the support needed for children who have a range of specific educational needs. We have a learning support teacher and a learning support coordinator (LSCO) in school. They are involved in identifying children who require learning support, providing relevant assessment, supporting class teachers, liaising with parents and outside agencies and working directly with the pupils. Children may be provided with in-class support when the LS teacher works alongside a child in his or her classroom or via withdrawal groups where focused support is provided away from the classroom setting.
Our learning support staff liaise with both classroom teachers and parents to track progress and evaluate the effectiveness of the support in place so that this can be adjusted accordingly.
We have links with a wide variety of external agencies which can also help to provide appropriate support for any of our pupils with additional needs. We have English speaking speech and language pathologists, occupational therapists and a sensory integration therapist working on the school site. We have links with educational psychologists. Should you feel that your child would benefit from extra support, we suggest that you make an appointment to speak to the Head of School prior to his/her entry to school.