2-3 year old provision

Our Family Room was built in 1984 and has recently undergone a refurbishment. It is now an enabling environment for 2-3 year old children and will offer a maximum of 24 places for eligible Two Year Olds. The 2-3 year provision is set up to provide an enabling environment which meets the Statutory Framework requirements for the EYFS. The resources are appropriately matched and suitable to meet the needs of this age group. Children have direct access to the outdoor area from this room.

  • Morning session:
  • Afternoon session:
  • 8.45am – 11.45pm
  • 12.30pm – 3.30pm

Planning for the 2 Year Olds

As practitioners we follow the Revised EYFS 2014 guidance about our children being unique. We consider the individual need, interests, and stage of development of each child in our care and use this information to plan a challenging and enjoyable experience for each of them in all the areas of learning and development.

The most powerful interactions are not planned in writing. As skilful practitioners we respond “in the moment”.  This starts with our observations of children, assessing their starting points and then planning and teaching them to develop their learning.  Each child’s interest and enthusiasm is captured and exploited immediately to maximise learning and progress and their next steps are identified so that learning can be extended.

As parents we want you to contribute to your child’s learning and development by telling us about what your child has been doing on a day to day basis, and also sharing “wow” moments so that we can together plan and develop their learning in the moment that it happens.

The Progress Check for 2 Year Olds

When a child is aged between two and three, practitioners will review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check will identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners will develop a targeted plan to support the child’s future learning and development involving other professionals with parental involvement and consent.

Regular attendance is required