Curriculum
Daily Routine
At Tiddlers Daycare Ltd we believe in children thriving and achieving the most of their abilities by enhancing playing and discovery, active learning, and creating and thinking critically. We provide a flexible routine in which every child’s unique personality and learning style is nurtured and cared for.
The daily routine below will be followed unless extraordinary circumstances, such as off-site visits (in this case we will communicate with parents/carers about the routine on that specific date) or emergency situations (we will follow our policies and procedures in case of an emergency evacuation)
| Time | Activities |
|---|---|
|
8am - 8.30am |
Welcome and Breakfast |
|
8.30am - 10am |
Activities, Free play |
|
10am |
Circle Time, Snack, Nappy Checks |
|
10am - 12pm |
Free Play, Planned Activities, or Planned Outings |
|
12pm |
Wash Hands, Lunchtime, and Nappy Checks |
|
12.30pm - 3pm |
Nap Time
|
|
3pm |
Afternoon Snack, Circle Time, Nappy Checks |
|
3pm - 4pm |
Free Play or Activity |
|
4pm |
Wash Hands and Tea Time |
|
4pm - 5pm |
Free Play or Activity |
|
5pm |
Nappy Checks |
|
5pm - 5.45pm |
Goodbyes |
Notes
- Morning snacks will consist of fresh fruit and afternoon snacks will be fiber-based. All of our food will be as locally provided as possible.
- Children will have access all day to fresh water from their own bottles.
- A third of a pint of milk will be provided for every child over 1 year-old over the course of the day. Milk alternatives and formula milk will be provided by parents.
- Nappies will be regularly checked and changed if needed and not just on the allocated times.
How we monitor progress
In Tiddlers Daycare Ltd we ensure children’s interests and learning go hand-to-hand. We use the children’s interest to observe, on-going assess and plan.
Observing the children is vital because each child has a unique set of abilities and talent, and observations in different situations capture these first hand.
Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides adults with reliable information about children as individuals.
On-going assessment is what practitioners do on a daily basis to make decisions about what the child has learned or can do already so as to help the child move on in their learning. This is sometimes called “formative assessment” because it informs the next steps that are planned with the child and the parent.
Planning is about meeting children’s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across all the areas in the Early Years Foundation Stage (EYFS)