Curriculum
A Blended Approach
At Bo-Peep Brook Green we work hard to create a natural blend of approaches led by theEarly Years Foundation Stage Curriculum (EYFS) or National Curriculum.
The activities on our child-sized shelves are 
designed to cultivate practical life skills, sensorial, literacy, mathematics and creative thinking.
These enhance and prepare your child for the future. For instance, developing skills such as enabling the link from hearing letter or number sounds to recognising its corresponding symbol, learning about the world, refinement of physical movement and co-ordination, pencil grip, order, classification of numbers and to relate mass, shape, size, dimensions and colour.
A significant focus is dedicated to developing the children's physical, social and emotional areas. We use our extensive range of specialist subjects and clubs to promote these areas, while these activities also contribute significantly to each child's language and communication, stoking curiosity and creativity. Specifically, children are encouraged to participate in Lunch Club so that they can enjoy a collective meal with their classmates – we view Lunch Club as central to our curriculum. The social nature of Lunch Club enables all children and staff to sit together and share a meal. Each day, a ‘Helper of the Day’ is chosen to help cut fruit/vegetables and pour water or milk.
The Helper of the Day also takes responsibility for a child-led ‘risk-assessment’ of familiar toys, Doll House or the garden. Our practitioners formalise this with the use of a clipboard and a large, laminated risk assessment that can be ticked, or crossed. This really helps create a sense of responsibility and ownership that the children can use to then develop other physical, social or emotional areas of learning.
Other conventional materials, toys, games and books are also included in the environment to enable diversity and variety and to meet the individual needs of all children.
Our curriculum is underpinned by our consistent and ethos driven appetite for reinvestment to equip our practitioners with best-in-class materials and resources to deliver an exceptional academic and pastoral curriculum.
An example of recent upgrades to the resources provided to the practitioners is the introduction of a soft reading corner and a large doll house, where children can role-play and explore their imagination.
A large part of our curriculum incorporates our garden space, which, for West London, is a larger than average area dedicated to children's learning and development. An example of this is our introduction of a Gardening Club - which is led by our very own horticulturalist, Miss Alena. Brand-new gardening equipment including planters, bulbs, soil and children-friendly tools were all procured as a part of this new launch in Spring 2024.
Communication, Language and Literacy
In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening and by hearing and responding to stories, songs and rhymes. Children are helped to understand that written symbols carry a meaning. A well stocked book corner gives every child the opportunity and encouragement to become familiar with books and know how to handle them. Early introduction to books will keep the children in good stead for the rest of their lives and futher more there have been many recent studies on the profound effect stories and 'book talk' can have on future writing skills. Therefore this is something we value tremendously at Bo-Peep.
Personal and Social Development
Within a nurturing environment, children are individually supported in developing confidence, autonomy and self respect. They are encouraged to work and concentrate independently and to take part in the life of the group, sharing and co-operating with the other children and adults. Through activities, and conversation they learn acceptable ways to express their own feelings and have respect for the feelings of others.
Physical Development
A range of equipment and opportunities, both indoors and outdoors, allows children to develop confidence and enjoyment. A very high level of supervision enables children to create and meet physical challenges, developing increasing skills in control in moving, climbing and balancing. At the same time, children are supported in the development of their fine motor skills required to use tools, including pens, pencils and scissors and to handle small objects with increasing control and precision.
Numeracy
Through practical experience, children become familiar with sorting, matching, ordering, sequencing and counting activities that form the basis of early numeracy. They learn to identify objects by shape, colour size and number. Songs, games and books help children become aware of number sequences and when they show readiness, we use simple mathematical operations such as adding and taking away.
Understanding of the World
A safe and stimulating environment allows the children to explore and experiment with a wide range of natural and manufactured materials. This enables them to extend their technological understanding, using simple tools and techniques to achieve their intentions and solve problems.
Creative Development
Children are encouraged to use a wide range of resources in order to express their own ideas and feelings. Art equipment, including paint, glue, crayons and pencils as well as natural discarded resources, provides for open- ended exploration of colour, shape and texture and the development of skills in painting, drawing and collage. There are many opportunities for imaginative role- play, both individually and as part of the group.
Literacy
We teach a love for books and story telling. We dive deep into stories and explore all avenues. Success in later literacy relies on a positive connection with books. We read stories, retell them, create our own and act them out. Following children's interest we use the Jolly Phonics approach to learning to read. The children are introduced to a song and an action for each sound and progress to putting the sounds together.
