Our Early Years curriculum exceeds the requirements of the EYFS Statutory Framework 2021 which sets out the seven areas of learning and what children should be able to do by the end of the Reception (the early learning goals). Staff use the non-statutory Development Matters Guidance 2021 and Birth to Five Matters, which offers a top-level view of how children develop and learn. It helps staff to make informed decisions about what a child needs to learn and be able to do next.
Intent
Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways in which will help to develop skills and knowledge across prime and specific areas. Our long-term planning is flexible, and is used as a guide for our experienced staff to skillfully use children’s likes and interests as method to capture their imaginations, and help them to engage in more meaningful learning experiences. Oracy not only underpins and improves academic outcomes, but is a life skill to ensure success beyond school. We are committed to improving children’s communication skills as we understand that this improves children’s thinking and understanding, which in turn promotes self-confidence, resilience and empathy which supports the child’s well-being. Our enabling environments and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration right from the start. We believe that high level engagement ensures high level attainment. We therefore provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking. By the end of the Reception year, our intent is to ensure that all children make at least good progress from their starting points, and are equipped with the skills and knowledge to have a smooth transition into Year 1.
Implementation
Each half term, EYFS staff introduce a new theme to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities. The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the children. These sessions are followed by small, focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms, and equal importance is given to learning in both areas.
English / Literacy
Reading is at the heart of our curriculum and our aim is to encourage a love of reading right from the start. In Nursery most themes are planned around favourite stories, the aim being to expose children to a range of books that not only develop a love of reading, but have been chosen specifically to develop their oracy, vocabulary and comprehension. These books will be embedded in our provision through activities, story sessions and on display for children to access independently. Through this, children begin to internalise new vocabulary, language patterns and begin to retell stories. From Reception there is cohesion and consistency with our approach to align with the whole school Literacy Curriculum, using Ready, Steady, Write- this is then followed to Y6. The units of work centre on engaging, vocabulary-rich texts, with a wealth of talking and writing opportunities. Several of these carefully selected Vehicle Texts have strong thematic links to the Science, History and Geography curriculum.
Phonics
We follow Read Write Inc from Nursery in school. This includes reading aloud, teaching children poems and songs and talking with children. Once children are able they also take part in daily synthetic phonics sessions, which follow the Read Write Inc. scheme. Children are encouraged to transfer the skills they learn in phonics sessions into their independent reading and writing in the continuous provision. Children are encouraged to read at home and are listened to regularly in school. They are given books that match their phonic knowledge in order for them to apply their learning with the aim of becoming successful, confident and fluent readers.
Maths
Maths in EYFS has six main focus;
This is delivered through high quality learning environments and meaningful interactions with adults, support children in developing mathematical thinking and discussion. Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration. Children in Reception have daily maths to develop fluency, revisit key concepts and address misconceptions. In Nursery, children develop a love of maths through games, songs, rhymes, and play using concrete manipulatives. There is a focus on the following counting principles; one to one correspondence, stable order and cardinal principle. Children’s fine manipulative skills are a focus to develop 1-1 correspondence, so children count each object only once.
Wider Curriculum
Our wider curriculum is taught through the learning areas; ‘Understanding of the World’ and ‘Expressive Arts and Design.’ EYFS staff have a good understanding of how ELG’s feed into the National Curriculum through our robust planning and CPD opportunities. In reverse, colleagues throughout the school are also aware of the key ELG’s that link to each foundation subject and the progression of the subject. Exciting, purposeful and contextual activities are planned to build on children’s natural curiosity. For example, building a boat for their favourite toy enables them to think like a ‘Scientist’ and ‘Engineer’ as they explore a range of materials and test out their own ideas. Building further on our oracy focus, children will be encouraged to employ subject specific language and terminology in foundation subjects, and such vocabulary will be modelled, by supporting practitioners. Our inclusive approach means that all children learn together, but we have a range of additional intervention and support for children who may not be reaching their potential or are showing a greater depth of understanding and need further challenge. This includes, for example, sessions for developing speech and language, social skills, fine motor skills, phonics, and mathematics. For children with SEND bespoke plans have identified that learning may need to take place away from the classroom due to sensory needs. Regular monitoring of teaching and learning by SLT and the EYFS leader ensure staff develop good subject knowledge. The EYFS leader ensures staff receive CPD specific to Early Years to develop their practice.
Impact
Prior to children starting, staff spend time meeting the child, and speaking to the child’s parents and previous settings to gain an understanding of the whole child and where they are at developmentally. During the first half term all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress. The following baseline assessments are also carried out.
Ongoing Observation: All ongoing observations are used to inform weekly planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paperwork. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing / making. Some observations are uploaded using Evidence Me and shared with parents with ideas how to consulate this learning. Some examples kept in individual books.
Assessment:
Assessments are completed three times per year and children are identified who may need further support or intervention. A 2-year-old progress check is completed with our youngest learners and shared with parents and health professionals. In Summer Term 2, the EYFSP is completed where teacher judge whether the child has met each of the 17 ELG’s. They are assessed as either ‘emerging’ or ‘expected.’ Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher. Impact is also evident through our successful transitions into Year 1. EYFS staff have a clear understanding of how ELG’s link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation - children leave the EYFS stage with the skills, knowledge and confidence to continue their journey as scientists, historians, artists and geographers.