Foundation Stage 2
Laying the foundations for Primary School and Beyond
OUR APPROACH
Our broad and balanced Early Years Foundation Stage (EYFS) curriculum for children aged 45 days to 3 tears old takes into consideration the individual needs of every child – allowing them to grow at their own pace. We encourage them to make decisions and share ideas, letting their imagination and interests take the lead.
Here are the learning principles which shape our learning programme:
A Unique Child
Our staff keenly observe, monitor and understand your child’s development and learning, identifying all the child’s needs, requirements for additional support, inclusion, safety, health and well-being.
Positive Relationships
Our staff foster a sense of belonging in your child, and are sensitive and responsive to your child’s needs, feelings and interests. They also support and build your relationship with your child. We get to know you, your child and learn about the values, expectations and the factors that shape your lives at home and in your community.
Enabling Environments
Our staff provide a stimulating, extremely well-resourced learning environment to your child with rich learning opportunities. They also provide opportunities for you to be involved in your child’s development at the Nursery.
Learning & Development
Our staff provide your child challenging and playful opportunities for their continuous learning and development.
OUR CURRICULUM
The Early Years Foundation Stage (EYFS) offers a broad and balanced curriculum for our FS2 students. Children acquire new skills through 7 areas of learning and development.
In the initial stages, three Prime Areas are in focus:
- Personal, Social and Emotional Development
- Physical Development
- Communication and Language Development.
Growing up, the Prime Areas help develop skills in 4 Specific Areas:
- Literacy
- Mathematics
- Understanding of the World
- Expressive Arts and Design
Our teaching philosophy is designed to treat all children as unique individuals in their own right. Our holistic approach towards education ensures that parents/carers, class teachers, specialist teachers and learning assistants work very effectively together to support our firm belief that ‘every child is unique’.
Our maxim is that happy and well-motivated children are good learners. The Foundation Stage is a safe, secure and friendly environment for our youngest children to gain confidence and independence, as they prepare for the next stage of schooling. It is a foundation for future learning.
The EYFS curriculum is designed and based on the philosophy of learning through play which enhances critical thinking abilities, fuels risk-taking and creative skills.
ENRICHED LEARNING
Learning happens in many different places and at different times. We place great emphasis on experiences and learning opportunities outside of the classroom.
At JINS, every child that joins us goes on an individual learning journey to fulfill their potential. We take a holistic approach and support our children with enriching learning opportunities that take them beyond academics, including classes in Arabic, French, Arabic, Russian, Gymnastics and Ballet.
Activities and Clubs
- Our Specialist Arabic and French classes are taught in a fun and interactive manner on a weekly basis
- Music and Dance classes help our children’s physical development through the use of music and movement
- We work with many 3rd Party Providers to offer extensive extracurricular activities such as Gymnastics, Ballet, Drama, Gardening, Football, Judo, Tennis, STEAM and Robotics, plus a Healthy Eating Programme with the provider ‘Baby Eats’
AFTERCARE PROGRAMME: THE JINS LEARNING HUB
The JINS Learning Hub is an afternoon enrichment programme offering a variety of fun and educational activities for children daily from 1:00 pm to 6:00 pm. Key features include:
- A play-based environment and custom-designed tasks to enhance children’s learning
- Myriad indoor and outdoor facilities including climbing frames, sandpits and discovery areas
- Art and craft projects to help students explore their creativity
- Problem-solving in mathematics and construction areas
- Reading areas for rest and recreation
- Fully trained staff at all clubs to support children and scaffold their learning
OUR FAQS FOR FS2 AT JINS:
FS2 at JINS caters to children aged 4 to 5 years old, providing them with a nurturing and stimulating learning environment that is specifically tailored to meet their developmental needs. JINS recognises the importance of this age group and designs their programmes to support children’s growth across various areas of development.
Learning in FS2 at JINS is thoughtfully structured to foster children’s natural curiosity, creativity, and critical thinking skills. The curriculum is designed to be child-centred, allowing children to take an active role in their learning. Through a balance of child-initiated and teacher-led activities, children are encouraged to explore, experiment, and engage in hands-on experiences that align with their interests and developmental needs. Core skills in English and Maths are developed through a range of enrichment programs, ensuring a solid foundation in these fundamental subjects.
Assessment in FS2 at JINS is an ongoing process that involves careful observation and documentation of children’s progress and achievements. Teachers closely monitor each child’s development across the seven areas of learning and use this information to inform their teaching strategies and support individual needs. Children are assessed at the beginning of the academic year to establish a baseline, and further assessments are conducted at regular intervals throughout the year. This data is used to complete the child’s EYFS profile, which provides a comprehensive overview of their learning journey and progress towards the 17 Early Learning Goals.
At JINS, parents can expect regular and transparent communication regarding their child’s progress and well-being. Teachers maintain an open line of communication with parents, conducting parent-teacher meetings and providing written reports on their child’s development. Additionally, parents are encouraged to actively participate in their child’s learning journey through various opportunities such as parent workshops, special events, and volunteering opportunities. JINS values the partnership between parents and teachers, recognising that a collaborative approach enhances the child’s overall learning experience.
Children entering FS2 at JINS should have reached the age of 4 by August 31st, as per the regulations set by the Knowledge and Human Development Authority (KHDA). Additionally, JINS conducts a play-based assessment to gain insights into each child’s strengths, areas for growth, and learning preferences. This assessment helps determine the appropriate learning groups for children, ensuring that they receive personalised attention and support.
JINS teachers recognise and celebrate the diversity of learners in their classrooms. They employ differentiation strategies to meet the varying needs, interests, and abilities of children. By providing additional resources, adapting activities, and offering individualized support, teachers ensure that all children can access and engage with the curriculum. Differentiation allows each child to make progress towards the ELGs and fosters an inclusive and supportive learning environment.
At JINS, teachers create a holistic learning environment that nurtures children’s development across all areas of the ELGs. They design activities and lessons that integrate various aspects of learning, promoting cross-curricular connections and encouraging children to make connections between different areas of knowledge. Through child-led inquiry, project-based learning, and hands-on experiences, children engage in meaningful and interconnected learning opportunities that foster a holistic approach to their education.
JINS teachers celebrate and acknowledge children’s accomplishments towards the ELGs in various ways. They provide praise, encouragement, and constructive feedback that recognizes children’s efforts and achievements. Certificates, displays of children’s work, and class-wide celebrations serve as visible reminders of their progress and successes. By fostering a positive and supportive learning environment, teachers help build children’s self-esteem, motivation, and a sense of pride in their accomplishments.
