Our Vision
Abacus’ vision is firmly grounded in our belief that all children are unique and precious. We aim to create a loving, stimulating and risk-taking environment in which children feel confident to explore and challenge themselves. Our program will focus on developing children holistically where they can engage in a variety of experiences and grow socially, physically, emotionally and intellectually in a safe and secure setting.
We also want to celebrate and promote the diverse, multicultural and mulit-faith community from where children and their families may come from. By doing so, we hope that children will be proud of who they are and consequently build up their self-esteem
Our Aim
With the children at the heart of the setting the staff at Abacus aim to provide:
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A positive environment where each child can play happily and safely.
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An atmosphere where children know they are valued and feel confident to challenge themselves.
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The opportunity for children to become more independent and resilient yet understand that their key worker and other staff are there to support them.
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Time and space for children to develop their confidence and interact with each other and the adults supporting them.
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An open relationship between staff and parents where information is shared to support the development and progression of the child.
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An environment where children are encouraged to explore a range of roles and activities regardless of gender, religion, special educational needs and ethnicity whilst promoting equality and diversity.
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Staff who are suitably qualified to ensure high quality care.
British Values
At Abacus we ensure to align ourselves with British Values, integrating them into each childs play and learning. Ensuring that each child is familiar with such values later aiding their development into functioning and independment members of society.
Democracy
Democracy: making decisions together
As part of the focus on self - confidence and self - awareness as cited in Personal, Social and Emotional Development:
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Manager and staff can encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other's views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstarte democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands.
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Staff can support the decisions that children make and provide activities that involve turn - taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.
Mutual Respect
Mutual respect and tolerance: treat others as you want to be treated
As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
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Managers and leaders should create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
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Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
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Staff should encourage and explain the importance of tolerant behaviours such as sharing and respecting other's opinions.
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Staffs should promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children's experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.
Individual Liberty
Individual liberty: freedom for all
As part of the focus on self - confidence & awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:
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Children should develop a positive sense of themselves. Staff can provide opportunities for children to develop their self - knowledge, self - esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
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Staff should encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group disscuss what they feel about transferring into Reception.
The Rule of Law
Rule of law: understanding rules matter as cited in Personal Social and Emotional development
As part of the focus on managing feelings and behaviour:
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Staff can ensure that children understand their own and others' behviour and its consequences, and learn to distinguish right from wrong.
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Staff can collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone
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Ensuring staff are well equipped with knowledge of current statutory framework and key other areas e.g. safeguarding and SEND by sending them on different courses so that they can tailor activities to suit individual needs of children.
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Each child will have a key worker who will support them and their families during their settling in time.
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Key workers will also record child’s development in a learning journey which can be viewed by parents termly.
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Use positive language and praise to acknowledge and encourage a child when they have demonstrated resilience and kindness.
How will we get there?
