Our Curriculum
Our Curriculum
At Mon Ami, our curriculum is thoughtfully designed to support the unique learning journey of each child in our care. It is rooted in the statutory Early Years Foundation Stage (EYFS) framework and further enriched by principles from the Curiosity Approach and Reggio Emilia philosophy.
At the heart of our curriculum is the belief that every child is an inherently capable, curious learner, full of potential. Our role is therefore to facilitate and nurture their natural desire to explore, question, and make sense of the world around them. As such, we place strong emphasis on child-led, play-based learning, valuing each child as a capable and competent individual whose voice and ideas are central to their own development.
A distinctive feature of our practice is our creation of home-from-home environments. Across all of our settings, we have taken care to create warm, welcoming spaces that reflect the comfort and rhythms of family life. Cosy corners, natural lighting, and soft furnishings help to create calm, nurturing and emotionally secure spaces that support children’s self-regulation and independence. We recognise that children learn best when they feel safe, inspired, and deeply engaged in their environment – this belief underpins everything we do.
Drawing from the Reggio Emilia philosophy, we view the environment as a powerful teacher in its own right. We use natural, open-ended and repurposed materials that spark creativity and provoke deep thinking. Inspired by the Curiosity Approach, our highly qualified practitioners act as facilitators and co-learners, not instructors. We intentionally move away from bright plastic toys and overstimulating colours, opting instead for soft lighting, natural textures and authentic resources that promote imaginative play. Throughout our settings, you will find real-life objects such as wooden utensils, ceramic tea sets, vintage scales, musical instruments and baskets of loose parts – all chosen to encourage exploration, curiosity, and investigation.
Outdoor learning is deeply embedded into our practice. We believe that nature offers endless opportunities for exploration, resilience-building and sensory development. Our gardens and outdoor areas are viewed as extensions of our indoor provision. Whether it’s growing vegetables, balancing on logs, or noticing the seasonal changes, time outdoors provides children with a broader understanding of the world around them and supports their physical and emotional well-being.
Ultimately, our curriculum is a living, evolving process, shaped by the children, grounded in research and theory, and brought to life through reflective, intentional practice. It prepares children not only for school, but for life, supporting them to become thoughtful, resilient and confident learners.
