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Curriculum Policy


This policy describes how IOANID Preschool International Education implements the requirements of the Early Years Foundation Stage. It sets out how IOANID Preschool International Education takes a holistic approach to children’s well-being, education and health. 

An International Curriculum

One of the aims of an International Education is to develop global citizens with 21st century skills who can move around the world with confidence. This requires a different approach to education, one that helps children develop the skills, attitudes, concepts and knowledge that they will need for now and the rest of their lives. Our curriculum takes inspiration from forest schools as to encourage and inspire children through positive outdoor experiences over an extended period of time. 

The Early Years Foundation Stage, from the English National Curriculum, will be used as a basis for planning with adaptations it to suit the needs of an International clientele.

The Four Themes – Principles into practice

IOANID Preschool has regard to the ‘Four Themes’ set out in Development Matters in the Early Years Foundation Stage. They will not be addressed in isolation as they are integrated into our practice.

A Unique Child   

Positive Relationships  

Enabling Environments  

Learning and Development

Observation, profiling, analysis and planning

IOANID Preschool International Education recognises the importance of recording the perspectives of all those concerned in a child’s care, learning and development. Consequently, our summaries and EYFS Learning Journeys contain information from the teachers, child, parents and carers.

Brief daily observations are made by all staff.  These record interests and preferences, give evidence of learning and provide information relating to achievement of the learning goals.  Contextual information, observations, quotes are used in Learning Journeys.

Dated photographs and work samples are collected to give a balance of information regarding learning processes and outcomes.

The class teachers are responsible for analysing the observational evidence and using it to plan (and gather resources) for each child’s learning, following individual preferences where possible. 

Tracking sheets are used to monitor and evaluate children’s skills and understanding.

Learning through play and teachable moments

We aim to provide a balance between child-initiated play, and well-informed responses to teachable moments.  We offer a broad range of experiences to the children in order to stimulate their interest, facilitate meaningful communication and promote purposeful, interactive play. We offer a balanced curriculum to extend their thinking processes. Staff are aware of the benefits of sustaining a dialogue with the children either individually (responding to questions and asking open questions) or as a group (with shared thinking themes threading through the routines of the class). The learning takes place indoor as much as outdoor. Opportunities in outdoor settings allow children to develop a range of life skills: independence, self-awareness, altruism and social communication skills, all of which assist individuals to grow in confidence and self-esteem. Participants gain confidence in their own ability.


Inclusion and diverse needs

IOANID Preschool International Education has an open admissions policy.  Diversity is celebrated.  Individual children are enabled to reach their full potential through differentiated approaches to learning. We strive to offer equal access to the curriculum and equal opportunities to experience success to all of the children in our care. All children should feel that all activities are open to them.  Resources should reflect the diverse cultures in our world as well as those represented within the school.


Our learning environment

We are aware that both the physical surroundings and the ethos of the school affect the children’s ability to learn.  Members of staff working here are responsible for preparing a welcoming, safe and enabling environment within their classrooms and the outdoor spaces. This includes offering a range of activities that the children can reach and select themselves.  The ethos should be warm and accepting, whilst encouraging children to reach their full potential.


Reflection and improvement

All our teaching staff attend regular meetings and training sessions in order to share good practice and to improve our provision. It is the responsibility of all staff members to reflect upon their practice and to work as part of a supportive team, working together to support the children achieving their learning goals.  It is the responsibility of the Head of School and the Deputy Head to facilitate regular opportunities for training, discussion and shared planning and moderation meetings. 


Parent partnerships and our local community

Our school strives to maintain open exchanges of information with parents and carers on a daily basis.  Parents are also active in the school, running and organising social and fundraising events. Parents also share their knowledge and culture through talks, presentations and events.

The classes incorporate into the curriculum visits to and by members of our local community. These have included doctors, dentists visits to the Contemporary Art Museum, Farms and Orchards, Science Museum and stores.

The Characteristics of Effective Learning and the areas of Learning and Development


  1. Playing and exploring – engagement

Finding out and exploring
Playing with what they know
Being willing to ‘have a go’

  1. Active learning – motivation

Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do

  1. Creating and thinking critically – thinking

Having their own ideas
Making links
Choosing ways to do things


Staff working in IOANID Preschool International Education classrooms will observe and note the learning characteristics of the children in their care.


Prime Areas of Learning and Development:       Personal, Social and Emotional


                                                                                    Communication and Language


Staff working in Catkins will focus particularly on the Prime Areas of Learning and Development (but not to the exclusion of the Specific Areas).


Specific Areas of Learning and Development:    Literacy


                                                                                    Understanding the World

                                                                                    Expressive Arts and Design


Staff working in the Acorns, White and Red Oaks classes will expand the learning in the Specific Areas and continue planning for progress in the Prime Areas.


Staff working in Breite Oaks will use the National Curriculum while still using areas of experience and enabling environments.


The progress of each child through the areas of learning is tracked through observation and some summative assessment.  The school values the processes of exploration and investigation and records evidence of such processes using posts its, notebooks, typed record, photographs and work samples.



Planning for Learning, Development and Care

Teachers at IOANID Preschool International Education should submit their planning to the Head Teacher and Deputy Head (by Thursday for the following week).  From time to time, the Deputy Head and Head Teacher reviews evaluations of lessons and activities.

Plans should include learning objectives for whole class, groups of children and for individual children, if needed. Class Teachers will select general themes and sub-themes for the class to study and investigate each half-term and on-going planning, and termly planning should include child initiated aspects of that theme.

Outline half-termly and weekly planning should aim to cover the learning and development areas with a balance of exploration, teaching and practical activities. 


Staff Development

All members of the EYFS staff have their copies of the current Statutory and Non-Statutory documents including the National Curriculum for Primary education, Year 1.  All staff are aware that they must have regard to this guidance whilst observing children and whilst planning and resourcing learning opportunities for individual children.


On entry to IOANID Preschool International Education, the head teacher will gather information from the child’s parents and if necessary from previous centres/therapists and by observation. All of this information will be kept within the SEN & Child protection Folder/File.

On transfer from IOANID Preschool International Education to a state maintained school, the class teachers will provide an evaluation.

On transfer to American schools, the teachers will fill in the standard admission forms for American schools. All other assessments (such as cause for concern, assessments relating to parent consultations and other work samples such as individual educational plans) will be retained at school.

It is not necessary to complete the EYFS Profile in addition to the IOANID Preschool International Education Learning Journeys and Tracking Sheets.

On transfer to other British Independent Schools during the EYFS or Year 1, the class teacher will provide a report on each of the areas of Learning and Development (summary) or will complete any form provided by the receiving school.

On transferring between year groups at IOANID Preschool International Education, the Learning Journey folder must be completed and the previous year summaries must be passed on to the next class teachers. They are to be kept in a folder in the Head Teacher’s office.

Each year group should make a record of the child’s progress through the ‘ages and stages’ of the Development Matters guidance (Tracking Sheets) cross referenced to the accompanying, dated evidence from the Learning Journeys.

Class teachers will review the children’s achievements (backed by dated, observational evidence) across the final year of the Early Years Foundation Stage. The final draft of the Red Oaks class teachers’ Learning Journeys, and the completed Tracking Sheets will be submitted to the Head Teacher prior to the summer holiday, 2nd week of June. The remaining 2 weeks from June will be used for moderation, analysis and quality assurance.


I have read, understood and agree to abide the above policy and procedure.