We follow the statutory framework and guidance detailed in the EYFS using our extensive experience we observe, plan and teach children in early years.
We provide a broad and balanced Early Years curriculum: -
- based on first hand experiences and purposeful interactions
- through ‘in the moment planning’ opportunities and carefully planned adult or child-initiated activities
- whilst having a regard for the skills and attitudes the Key Stage One curriculum will demand
- We aim to make the child’s first experience of school happy, positive and fun.
- We aim to foster a love of learning and develop enquiring minds
- We aim to instil the Characteristics of Effective Learning such as independence, resilience and confidence
- We aim to promote emotional well-being
- We aim to build positive relationships and work in partnership with families (recognising that parents are their child’s first and foremost educator), carers and professionals to support every child to develop and learn.
Teaching and Learning Style
Our policy on teaching and learning defines the features of effective teaching and learning throughout our school. These features equally apply to teaching and learning in the EYFS.
Within the EYFS the development of a holistic learner is recognised based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion. This is all alongside our daily practises and practices which promote our core values.
Teaching in the EYFS:
· Has a carefully planned curriculum which aims for all children to achieve the Early Learning Goals by the end of the EYFS.
· Involves creating adult and child-initiated opportunities that will encourage children to explore, create, investigate, rehearse, practise, repeat and discover
· Involves developing Characteristics of Effective Learning
· Uses a multi-sensory, fun play-based approach
· Shows awareness of the different ways and rates by which children develop and learn; that there are many factors affecting achievement including ability, emotional state, age and maturity, and how this informs teaching strategies.
· Has a high expectation of children’s behaviour and attainment.
· Recognises the importance of emotional well-being.
· Is outside as much as possible ensuring children take ownership of their learning
Learning in the EYFS
· Through a comprehensive induction programme from home to Nursery and/or from a child’s previous Nursery setting to Reception we ensure prior learning and development is valued and the transition into School is supported.
· We encourage cross-curricular links to ensure a seamless transition into Key Stage One by building on previous experiences and planning those for the future.
In the EYFS children are learning when they: -
Collaborate and learn from one another through shared experiences
Are supported to set their own challenges in their physical environment and in their learning
Access resources independently
Use their senses to explore and investigate
Develop persistence and positive attitudes to learning as detailed in the Characteristics of Effective Learning
Play in the EYFS
We highly value play and the learning it brings in itself. Anyone who has observed play for any length of time will recognise that, for young children, play is a tool for learning.
Through play children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, learn how to control themselves and understand the need for rules thereby developing emotional resilience and self-regulation.
Children have the opportunity to think creatively and problem solve alongside others. They express fears or relive anxious experiences in controlled and safe situations as well as re-enact positive experiences building self-awareness and self-esteem.
Inclusion in the EYFS
In consultation and working collaboratively with parents/guardians, the school’s Inclusion Lead will advise on provision for children who may experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development in line with the Special Educational Needs (SEN) Code of Practice (2014) and the school’s Inclusion Policy.
We aim to meet the needs of all our children by: -
- Setting realistic and challenging expectations. We aim for all children to achieve the Early Learning Goals by the end of the EYFS. We achieve this by planning for different learning styles, children with special educational needs, children who are more able, children with disabilities or medical needs, children from all social and cultural backgrounds as well as children with diverse linguistic backgrounds.
- Providing a safe and supportive learning environment in which the contributions of all children are valued.
- Using resources, which reflect diversity and are free from discrimination and stereotyping which all children have equal access to.
- Monitoring children’s progress and providing support where necessary, within the resources available to the school. This may include a phased transition programme dependant on a child’s specific SEN needs.
- Providing specific targets detailed in Graduated support plans (Can-Do-Review) and following external therapy or support programmes of work such as Speech and Language
- Working collaboratively with families or carers, the Inclusion Lead and other professionals such as Speech and Language Therapists, Educational Psychologists and Parent Support Advisor.
- Ensuring a balance across classes, within each cohort, of gender, ability, children with additional learning or medical needs and summer born children.
- Acknowledging the wishes of parents and carers of twins and multiple birth siblings regarding group allocation in the EYFS.
- The majority of children in Reception reach the ELG by the end of Summer
- Children develop the characteristics of effective learning which helps them through the rest of school
- Children develop the ability to manage risks
- Children enjoy being independent in managing themselves and their learning
- 100% of parents are happy with their child’s progress
- Parents feel part of the school community
- Practise is improved year on year
- Everyone is included
- Children have high levels of wellbeing and involvement