Key aspects of this approach: Scaffolding the child's learning.

Why we like this: Both children and staff are provided with support in line with their individual needs and learning styles. Also, by observing the child at play and monitoring their confidence, the level of support (scaffolding) can be gradually removed to foster their emergent skills. In effect, this means the central role for nursery staff is to provide support, encouragement, warmth, acceptance and challenges for creative and complex learning and thinking; staff are taught to help children scaffold their own learning, using a range of different but appropriate teaching strategies - including listening, observing, modeling, questioning and co-discovery.

Examples in practice: Experiential play, heuristic play, encouraging problem solving and learning through trial and error, real fruit and vegetables in the home corner (to build knowledge and understanding whilst using all the senses).

Key aspects of this approach: the bond of attachment between mother and child ideally needs to be present between three months and six years of age; separation from a parent is a major cause of anxiety and psychological trauma in childhood.

Why we like this: this concept drives our efforts to make the transition between home and nursery as smooth as possible; using a key person to consistently track and support each child's learning and development (personal, social and emotional).

Examples in practice: key person system, continuity of care.

Key aspects of this approach: Play is crucial to development, as the main way children can reach their zone of proximal development (ZPD), referring to the concept that what the child can do with support today, they will be able to achieve independently tomorrow.

Why we like this: this concept helps staff understand the critical nature of their role as an adult, both in setting up the environment and supporting the acquisition of skills and learning through and during play; to build the child's confidence, many of the play experiences revolve around social interaction, at the same time building skills in problem solving, planning, remembering and abstract thinking.

Examples in practice: Children's planning meetings, imaginative play, focused play activities

Key aspects of this approach: the child is seen as competent, active and critical

Why we like this: this thinking is central to our approach, with the key belief that a child’s involvement is a key indicator of learning, particularly as we see that when children are involved in their learning this results in much higher levels of positive engagement

Examples in practice: children's planning, designing dinner menus

Key aspects of this approach: the child is at the heart of their community; all provided learning experiences are guided by the children’s needs, interests and experiences; play is the main vehicle for learning.

Why we like this: We too strongly believe that if children's learning is to be truly meaningful, the curriculum needs to reflect and be built on their interests; a curriculum is the sum total of children’s direct and indirect, planned and unplanned learning, as well as their living experiences and environment. As such, it should be as far as possible:

• Child appropriate
• Locally appropriate
• Culturally and socially appropriate
• Environmentally appropriate
• Developmentally appropriate

On this basis, nursery staff actively steer each child’s capabilities, needs and interests forward at a suitable pace; stretching, encouraging and celebrating them as they move onwards on their own unique learning journey.

To grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.

Examples in practice: Learning Journeys that document the learning and development of individual children during their time with us; 'Magic Moments', capturing milestones in note form, such as taking a first step, saying a first word or using a newly acquired skill.