About
We work with children to ensure that they develop in confidence and independence. Through quality play experiences in a caring environment, we will encourage a spirit of lifelong learning.
Our Vision
Dear Parents,
Statutory Framework for the Early Years Foundation Stage (EYFS) says – “Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances.”
It further says –
“Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.”
We, the Team Harmony, endeavour to provide high quality learning to the children following the national curriculum as mentioned in the EYFS framework.
We have a team of well qualified and experienced Practitioners who very well understand individual needs, interests, and stage of development of each child in their care, and support child’s home language, if different from English, in their everyday play and learning.
I, on behalf of my team, can promise that your child will be provided with best learning environment to grow and develop in all areas of development through their own interest together with adult-led activities. The balance will gradually shift towards more activities led by adults, to help them prepare for more formal learning, ready for Year 1.
I wish your child the best start by joining Harmony Nursery which is known for its quality deliverances.
Learning Curriculum and Key Worker System
The younger children have lots of choice in what they do and the main aim is that the children get used to a nursery environment with stimulating activities such as singing, music and movement, cooking, painting, play-dough, drawing, jigsaws, threading, outside play, junk modelling and much more.
Time is spent with the children to work on colours, shapes and starting to count, with the children gradually progressing on to worksheets.
In the nursery, use of a ‘key worker’ system is adopted with each member of staff being responsible for a small group of children, and the organisation of activities according to the needs of each individual child following guidance from the Early Years Foundation Stage (EYFS).
Older children spend part of each session time together. The children are split into groups of up to five children with one member of staff and they will move from room to room for different activities. The aim with the older children is that they learn to do as much as possible for themselves and also take an active part in a group.
The older children have a structured routine and are more involved in pre-school activities to prepare them for moving on. The children cover all aspects of the Early Learning Goals which are: Physical Development, Mathematics, Creative Development, Knowledge and Understanding of the World, Language and Literacy as well as Personal and Social Development.
All of the children have their own development folders in which they can keep their work, whilst the nursery displays the children’s work so they and their parents can see individual children’s achievements.
As well as the local language in each country our preschools are based in, we offer various ‘immersion classes’ in the afternoons, such as Mandarin, French or Arabic. In some centers, we give bilingual lessons – although primarily, the native tongue of every Safari Kid kindergarten branch is English!
EYFS Curriculum
And EYFS curriculum emphasizes on the following:
- 1. Active Learning- Children concentrate and keep of trying if they encounter difficulties, and enjoy achievements.
- 2. Playing and Exploring- Children investigate and experience things, and "have a go".
- 3. Creating and Thinking Critically- Children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
We use fun, research-based, multi-sensory strategies to help children develop early learning skills, including Lively Letters, Open Court for phonics and literacy, Handwriting Without Tears, and Everyday Math. We use Responsive Classroom as the basis for our social and emotional learning curriculum throughout the school.
We aim to enhance a child’s experience at Harmony by merging the two curriculums and hone its intellectual and emotional skills that will prepare the child for reception and most importantly LIFE.
Parents Partnership
With parents partnership as our service, we work to support them and their child through involvement of external agencies, if required, and by working with the child in the Nursery one to one by the staff members. We provide them the access to information and support they need to get involved in their children’s learning thus making them confident and establishing a trust with us therefore forming a warm and positive relationship with their child’s Key Person. This service consistently demonstrates, respectful relationships, parents feeling confident, eliminates biased views and most importantly forming close relationship with their child.
- 1. The absorbent mind - Montessori believed that children educate themselves. She wanted us to understand that children can't help learning. Simply by living, children learn from their environment. Children are born to learn, and they are remarkable learning systems.
- 2. Sensitive periods - Montessori believed there are sensitive periods when children are more susceptible to certain behaviours and can learn specific skills more easily. Our teachers use observation to detect times of sensitivity and provide the setting for optimum fulfilment.
- 3. The prepared environment - Montessori believed that children learn best in a prepared environment, a place in which children can do things for themselves. The prepared environment makes learning materials and experiences available to children in an orderly format.
- 4. Auto-education - Children who are actively involved in a prepared environment and who exercise freedom of choice educate themselves (auto-education). Our teachers prepare classrooms so that children educate themselves.
