Early Years Foundation Stage

The Early Years Foundation Stage is the period of education from birth to 5 years. In our school we have 1 part time nursery class (Monday, Tuesday and Wednesday morning) and a Reception class.

Intent:

To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
To understand and follow both children’s interests and provide teacher led opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
To create an indoor and outdoor environment which supports learning.
To prepare children to meet the Early Learning Goals at the end of The Foundation Stage
and ensure children make good progress from their starting points.
To support transition into KS1.

Implementation:

We keep parents informed and we meet regularly with parents and carers to ensure children’s transition into school and through the EYFS is happy and allows them to meet their full potential with the support they need.

We have a curriculum that is child-centred and that is based upon experiences and topics which engage the children. We encourage active learning to ensure the children are motivated and interested, making use of Highfield Park next to the school. We take time to get to know children’s interests and their likes to support learning.

All areas of the EYFs curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas in the EYFS curriculum:

Personal, Social and Emotional Development
Physical Development
Communication and Language
Literacy
Mathematics
Understanding the World
Expressive Arts and Design

These 7 areas are used to plan children’s learning and activities. Planning for this curriculum is designed to be flexible so that a child’s unique needs and interests are supported.

Daily guided activities are set up and planned that cover different areas of the EYFS curriculum and allow the children to develop their next steps in learning. There is also a range of stimulating and engaging activities which children can access independently and a variety of opportunity for child-initiated play. In planning and guiding children’s activities we ensure that next steps and areas of need are being meet as well as reflecting the different ways children learn e.g. The Characteristics of Effective Learning.

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;
Creative and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our outdoor areas are used all year and in most weather conditions.

Staff in the EYFS make observations and regularly assess where the children are using Development Matters to then ensure our planning, adult interaction and learning environment support children to meet their next steps.

Staff support transition into KS1. Staff visit the children in their own environment to begin the transition process. Children are then prepared by visiting their new class on a number of occasions. There is a meet the teacher meeting for parents in September to pass information on.

Impact:

We endeavour to ensure that our children’s progress across the EYFS is good from their various starting points. That the ELG goals are met or close to National expectations.

We measure the impact of our EYFS curriculum through the following methods:

Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills.
Summative assessment compares children’s attainment to age related expectations using year bands in the Development Matters. Our school uses itrack which will track progress up to 4 times a year. Data is tracked to ensure progress is at least good, including vulnerable groups such as SEND, pupil premium, summer, English that is not a home language, girls and boys.
Assessment judgements are moderated both in school and externally with local schools and
the authority.

Please see the documents below for information about our curriculum content.