At Bel Royal School, we follow the Early Years Statutory Requirement- A Regulatory Framework for Early Years Provision in Jersey.  To support our teaching and planning, we refer to the Birth to 5 Matters Document.  

The 7 areas of the curriculum are

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
• Literacy - Reading and Writing
• Mathematics
• Understanding the World
• Expressive Arts and Design

At Bel Royal School we implement effective practice throughout the Early Year Foundation Stage by focusing on 4 guiding themes: The Unique Child, Positive Relationships, Enabling Environments and Learning and Development. This allows all our practitioners to support the development, learning and care of all pupils in our care.  

• We recognise that every child is a competent learner from birth who can be resilient, capable, confident, and self-assured. The commitments are focused on development, inclusion, safety, and health and well-being. 

• We support and nurture children to be strong and independent with secure relationships with parents and/or a key person. The commitments are focused on respect; partnership with parents; supporting learning; and the role of the key person.  

• Our environments play a key role in supporting and extending children’s development and learning. We support our children through observation, assessment and planning; support for every child; the learning environment; and the wider context – transitions, continuity, and multi-agency work. 

• We recognise that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and interconnected. This approach ensures that we meet the overarching aim of improving outcomes. It also shows that it is every child’s right to grow up safely; be healthy; enjoy and achieve; make a positive contribution; and with economic well-being. 

At Bel Royal School, we have a responsibility to ensure positive attitudes to diversity and difference – not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society.  

Our practitioners focus on each child’s individual learning, development and care needs by removing or helping to overcome barriers for children where these already exist; being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, involving other agencies as necessary; stretching and challenging all children. 

Practitioners must be sensitive to the individual development of each child to ensure that the activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their abilities, so that they can continue to enjoy learning. The keys to achieving this are: ongoing observational assessment to inform about planning of each child’s continuing development through play-based activities; a flexible approach that responds quickly to children’s learning and development needs; coherence of learning and development across different settings and related to the child’s experience at home. 

We recognise that it is crucial to their future success that children’s earliest experiences help to build a secure foundation for learning throughout their school years and beyond.