Our Aims

  • To give each child a happy and positive attitude to learning.

  • To offer each child a wide range of new and exciting experiences and give them the opportunity to consolidate, explore and test them out along with their own, individual experiences.

  • To enable each child, through encouragement and high expectations, to develop to their full potential, socially, physically, intellectually and emotionally.

  • To offer a structure for learning that has a range of starting points and unlimited opportunity for development.

  • To encourage children to develop independence within a loving, secure and friendly atmosphere.

  • To support children in building relationships through development of social skills such as cooperation and sharing.

  • To help each child to recognise their own strengths and achievements through experiencing success and developing the confidence to work towards personal goals.

Our Curriculum

We follow the Early Years Foundation Stage (EYFS) document.

The seven areas of learning and development are divided into three Prime Areas and four Specific Areas which are Foundations for school readiness and future progress linked with the National Curriculum areas. These seven areas of development are interconnected but three areas are seen as initially important for igniting children’s curiosity and enthusiasm for learning, for building their capacity to learn and form relationships and thrive. They support children’s learning in all other areas and are known as the Prime Areas.

The Prime Areas are;

Communication and Language – listening and attention, understanding and speaking.
Physical Development – Moving and handling and self care.
Personal, Social and Emotional Development – Making relationships, managing feelings and behaviour and self – confidence and self – awareness.

Emphasis on the Prime Areas of learning is initially paramount for children aged 0-2 years as this is the foundation to further development. Without building on these important first steps, children may develop gaps in their learning. These Prime Areas are fundamental, work together, and support development in all other Specific Areas.

The four Specific Areas of development are:

Literacy – Reading and writing.
Mathematics – Numbers and space, shape and measure.
Understanding the World – People and communities, the world and technology.
Expressive Arts and Design – Exploring and using media and materials and being imaginative.

The specific areas of learning develop essential skills and knowledge for children to participate successfully in society and develop readiness for school. Magic Moments support children in these four Specific Areas through which the three Prime Areas are strengthened and applied.

Characteristics of Effective Learning

The EYFS also includes the Characteristics of Effective Learning. These highlight the importance of the child’s attitude and learning and ability to play, explore and think critically about the world around them.

The three characteristics are;

Playing and Exploring – children investigate and experience things and ‘have a go’

Active Learning – children concentrate and keep on trying if they encounter difficulties and enjoy achievements.

Creating and Thinking Critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

The Characteristics of Effective Learning in the Prime and Specific areas of learning and development are interconnected. The way in which the child engages with other people and their environment- playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner. The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning. 


  1. We have a team of highly qualified, dedicated and enthusiastic staff who plan and work closely together to provide a high quality curriculum.
  2. We value our parent partnership with an open door policy.
  3. We have small groups and generous ratios which ensure that the needs of each child are met both academically and emotionally, helping to develop each child’s confidence and independence.
  4. Smaller areas of continuous provision planned around the areas of the EYFS enable the staff to provide an individual education planned around the needs, interests and experiences of each child, so that true potential can be nurtured and realised.
  5. We provide a rich variety of experiences both inside and outside the setting as well as through integrating into the community
  6. We have welcoming, child friendly and stimulating indoor and outdoor areas incorporating all areas of learning and development
  7. Routines are established so that children begin to anticipate and feel confident to take the next step. In pre-school pictorial timetables give children the security to know and understand their routines.
  8. Clearly labelled and easily accessible resources encourage independence and child initiated play which is essential for development.
  9. Children feel confident to have a go without the worry of making mistakes through encouragement and positive praise.
  10. Supporting each child in transitions through weekly opportunities to visit the local Primary School and experiencing extra-curricular activities. Also offering smooth settling sessions not only when they initially start at the setting, but by meetings from Key Person to Key Person within the setting. We offer resources to help children settle which they can take home as well as home visits.
  11. Setting up each room to incorporate all areas of learning. This offers continuous provision activities that children can access freely which inspire and stimulate them to engage in valuable play and learning. We share pictures of these areas with parents through our Facebook page, so that parents can build on learning at home in conjunction with our current theme or next steps.


We ensure there is a balance of adult led and child initiated activities across the day. Although much of the time is spent with children self-selecting tasks, the interaction between the adult and child is essential as the adult’s response to children builds understanding and therefore guides new learning.
The adult’s role is to continually model, demonstrate and talk about what the child is doing through the use of open ended questions to encourage language and understanding. In some cases and where appropriate, the adult will ask a child to come and complete a task or game with them; at other times they will participate in a child’s game, extending it where possible.
We believe children learn best from activities and experiences that interest and inspire them. Using children’s interests as a starting point, we plan to provide children with stimulating, active play experiences in which they can explore and develop their learning to help them make sense of the world.
We ensure that as well as encouraging the child to lead play through their own interests, we observe them regularly and use these observations to plan specific next steps to meet the needs of individual children. This builds up a picture of their learning journey so that we can track their development and pick up on any gaps in learning.
They have opportunities through their play to think creatively and critically alongside other children as well as on their own. They are able to practise skills, build upon and revisit prior learning and experience at their own level and pace. Play gives our children the opportunity to pursue their own interests and inspire those around them. The children learn to adapt, negotiate, communicate, discuss, investigate and ask questions.
We believe it is important that adults take an active role in child initiated play through observing, modelling, facilitating and extending their play. Getting the balance right between child initiated play, which is controlled, and adult led activities is very important to us.