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Our philosophy is “Children’s play is their work” At Cygnets we promote learning through play by following the children’s interests and looking for teachable moments where we can extend and embed learning. If children are involved in making their own choices they become more independent and confident in their learning.

What is ITM planning? (Please click

here for more information)

Your children will be educated in an environment where their intellectual abilities and self- esteem grow, where imagination and curiosity are cultivated, where critical thinking and competencies flourish, and where they learn to respect all cultures, value others and their opinions.
Children are born with a natural desire to explore and learn and practitioners can support them in this. We do this by creating an enabling environment (both physical and emotional) and through the relationships and interactions that the children experience. We do not plan ahead, rather we remain ‘in the moment’ with the children as they explore and learn. We observe carefully, and enhance the learning whenever we spot a ‘teachable moment’. Our observations, interactions and the outcomes are recorded afterwards. Child-led learning in the early years allows children to thrive while making accelerating progress. Young children learn and develop best when they are in a stimulating environment that is carefully organised and equipped to meet their needs, interests and stages of development, and where each children’s progress is carefully observed, managed and enhanced by adults who engage and interact with them to support them in making outstanding progress.” Anna Ephgrave the Nursery Year in Action 2015
In the moment planning uses the following OFSTED’s definition of teaching: Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term which covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modeling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take account of their interests and dispositions to learning (characteristics of effective learning), and use this information to plan children’s next steps in learning and monitor their progress.’