Early Years Foundation Stage

In the Early Years Foundation Stage we set realistic but challenging expectations to meet the needs of our children, with the intention that most will achieve the Early Learning Goals by the end of the their reception year.

We strive to do this through:

• planning opportunities that build upon and extend children’s knowledge, experience and interests, and develop their self-esteem and confidence.
• using a wide range of teaching strategies based on children’s learning needs.
• providing a wide range of opportunities to motivate and support children and to help them learn effectively.
• offering a safe and supportive learning environment in which the contribution of all children is valued.
• employing resources which reflect diversity and are free from discrimination and stereotyping.
• planning activities to meet the needs of all pupils.
• monitoring children’s progress and taking action to provide support as necessary.
• working closely with parents, carers and other outside agencies to ensure all children’s needs are met and we enable them to access the curriculum and make good progress.

Curriculum

Our curriculum is based on the Early Years Foundation Stage (EYFS) statutory framework and Development Matters documents. The EYFS framework includes seven areas of learning and development, all of which are seen as important and interconnected. Three areas are seen as particularly important for igniting children’s curiosity and enthusiasm for learning, for building their capacity to learn and form relationships and thrive. They support children’s learning in all other areas and are known as the prime areas.

Prime Areas:

Prime areas are fundamental, work together, and support development in all other areas.

 • Personal, Social and Emotional Development

• Communication and Language

 • Physical Development

Specific Areas:

Specific areas include essential skills and knowledge for children to participate successfully in society.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Characteristics of Effective Learning:

The ways in which a child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and are known as the ‘Characteristics of Effective Teaching and Learning’. Our curriculum, environment and ethos are designed to encourage and develop these behaviours and attitudes. Observing the Characteristics of Effective Teaching and Learning informs the staff of children’s preferred learning styles. We use these to plan effective next step learning opportunities matched to the children’s interests and abilities. The three characteristics are:

• Playing and exploring - children investigate and experience things, and ‘have a go’
• Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
• Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things

Planning and Teaching

“Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults.” Statutory Framework for the EYFS 2021

Play is the building block of a child’s intellectual, social, emotional, physical and language skill development. We value learning through play and support children’s learning through continuous provision and a balance between child initiated and adult led activities. Most of the school day is dedicated to child-initiated learning (play) where staff observe, model, challenge, support, extend and scaffold learning through positive and purposeful interaction.

Staff plan challenging and enjoyable activities and experiences for children which provide opportunities for the children to rehearse, consolidate, apply and extend their learning in all areas. The planning takes into account the needs, interests, and stage of development of the children.

Staff also continuously review and enhance the learning environment. We aim to create a safe and engaging environment, where children are encouraged to explore, investigate and learn through first-hand experiences. This learning environment extends to both indoors and outdoors; for the morning session, 2 groups take part in activities outdoors and 2 groups indoors (they rotate after morning snack).  In the afternoon children are able to move freely between the two.  Children’s independence is encouraged through a well organised environment where high quality resources are easily accessible. We aim to create a neutral, uncluttered environment with a focus on open-ended resources. Indoors and outdoors resources are carefully selected to meet the development needs of the children in order to enhance potential for new learning and consolidate prior learning. Children are given the freedom to make independent choices and are encouraged to be active learners and take control of their own learning.

Our teaching of reading and writing is based on a systematic synthetic phonics approach using the Read Write Inc programme.

Maths is taught through focussed teaching sessions and supported play to deepen understanding in context. Our enhanced provision allows opportunity to explore and investigate and develop their understanding. In Reception we use the White Rose scheme as a basis for planning teaching and learning.