Intention

At Little Chestnuts Preschool, we follow a skills‑based curriculum designed by our team and shaped through strong partnerships with parents and carers. By understanding each child’s starting points and identifying any gaps, we tailor learning to meet their individual needs. Our teaching focuses on fostering self‑esteem, building confidence and independence, supporting children to manage risks safely, stimulating cognitive growth through all five senses, enhancing mindfulness, developing physical literacy, and—most importantly—embracing the awe and wonder of nature. Staff prioritise the Prime Area skills, recognising these as the essential foundations for all future learning. They also draw on their secure knowledge of the Characteristics of Effective Learning, supporting children to be resilient, to think independently, and to feel proud of their achievements. A central part of our intent is helping children understand and manage their emotions. We explicitly teach self‑regulation and support children to develop the confidence to express themselves appropriately. We value the individuality of every child and encourage them to develop respect, kindness, and shared values within our community.

Implementation

Knowledgeable, experienced staff bring our curriculum to life. Through highly effective coaching and ongoing CPD, our team has a deep understanding of child development. Staff speak clearly, introduce rich vocabulary, and model positive behaviour using both language and visual prompts. We maintain high expectations for every child. Our planning is responsive and takes place in the moment. Activities are developed to stretch higher‑achieving children and challenge their thinking. Children who need additional support are closely observed, and interventions are put in place. Planning is continually adapted to ensure all children can access learning successfully. Our approach is child‑centred: adults plan based on what children enjoy, what motivates them, and what sparks their curiosity. We value the voices of both children and parents, and these contributions shape our provision.

Impact

Observations show that children make strong progress from their starting points through secure, embedded skill development. They demonstrate high levels of well‑being and involvement as they play and interact. Children talk confidently about keeping themselves safe and make independent choices in their learning. Where age‑appropriate, many show good comprehension and begin to use letter sounds in early reading and writing. They also develop an understanding of simple mathematical concepts appropriate to their stage of development. Children with additional needs make excellent progress because we understand their individual profiles and provide meaningful, tailored learning experiences that help them thrive.