We follow the revised EYFS Framework that became statutory on 1st September 2021.
The Early Years Foundation Stage (EYFS) sets the statutory standards for the learning, development and care of children from birth to 5 years old. The Development Matters non statutory document is used to support assessment, tracking and planning children's next steps.
The content of our curriculum has been carefully mapped out to ensure that there is progression from nursery to reception and feeds into the national curriculum, giving our children the best possible start to their early education. We have high expectations of our children and this is reflected in a purposeful, broad and rich curriculum. EYFS staff evaluate the impact of our curriculum through checking what the children know and can do and take into account their needs and interests - next steps are planned and progress monitored. Revisiting and carefully linked content enables children to consolidate, extend and deepen their knowledge and understanding.
The extremely positive relationships that are formed impacts on the children's learning, development and well-being. Children are keen to learn and explore, happily coming into school each day. Learning environments both indoors and outdoors are vibrant, creative and promote curiosity. Achievements are celebrated and children enjoy exploring and engaging with the opportunities and adults around them. The learning environment promotes the development of the Characteristics of Effective Teaching and Learning and adults establish consistent rules and routines that allow children to feel confident, secure and be willing to face challenges.
EYPP funding is used effectively to ensure high pupil to staff ratios, enabling more quality interactions, opportunities and facilitating to take place daily. Targeted support is put in place for children who need extra support.
INTENT
Our approach to EYFS is evident and consistent across our nursery and reception provision.
We provide a high quality, play based curriculum, were all children make progress from their starting points.
We provide a balance of child-initiated and adult-led learning using continuous provision, whole class teaching and small group activities.
The curriculum builds on what children know and is sequenced coherently to build on skills and knowledge that children need for their future learning.
All children in our setting are challenged and staff share the high expectations of them all.
All children are encouraged to become independent learners and supported through modelling, explaining, exploring, facilitating and questioning, building on their confidence and resilience.
We have high expectations with regard to their behaviour and interactions with their peers and adults.
Children and adults demonstrate high levels of respect, care and concern for each other. Our provision is a warm, caring and nurturing environment, that enables children to thrive. Children can recognise how their behaviour can impact on others.
We know that our children need a language rich environment and place high importance on developing speech, language and communication skills.
IMPLEMENTATION
High adult to child ratios increase purposeful / high quality interactions.
Children’s learning opportunities are developed through well planned and organised continuous provision, specific teaching inputs for RWI, Maths and other areas of learning.
Areas of learning are taught through a topic based approach and staff are skilled at adapting and tailoring planning to the needs of the children.
Staff hold a shared understanding of our curriculum and how this has been mapped out.
Vocabulary pyramids have been produced with all staff involvement, to support the introduction and consolidation of tiered vocabulary.
Cheeky challenges set up around provision to provide consolidation or new skill.
Books for continuous provision are planned for and key skills, vocabulary and concepts highlighted.
Mark making opportunities in all areas of learning.
Staff show an understanding and knowledge of how young children learn and CDP is planned to provide further support and knowledge.
Parents / carers receive pre teaching ideas before a new topic and weekly overviews of what the children are learning that week. Home learning ideas are suggested to help develop and embed learning taking place in school.
Parents / carers receive observations of key learning and specific feedback on next steps in RWI.
IMPACT
Our children are engaged in their learning and become increasingly independent. They participate in a wide range of varied learning opportunities, both self directed and adult directed.
Children develop skills and knowledge across all areas of learning, including their vocabulary and understanding of language.
They develop a love of books, song and rhymes and can listen attentively and respond appropriately.
They demonstrate concentration and determination to take on a challenge and manage risks.
Children make good progress from their starting points and historically perform inline / slightly about LA.
Children with SEND achieve very good outcomes, through the skilled staff, the Hive provision and adaptations to the curriculum to meet their individual needs.
Children are well prepared to begin year 1.
Y1 phonics screening is above national average.
RWI prepares them very well in their reading and writing.
Early Maths skills and concepts enable them to move onto the Inspire maths curriculum in year 1.
You can read the latest EYFS handbook and frameworks by clicking on the links below:
Statutory guidance Early years foundation stage (EYFS) statutory framework
Development Matters Non-statutory curriculum guidance for the early years foundation stage.
Every child develops in their own unique way. Some children may develop a particular skill quickly, while others may need more time, practice and support.
Our EYFS team use their professional knowledge, observations and assessment information to build a picture of what each child knows, understands and can do. This helps us identify strengths, recognise progress and plan experiences that move learning forward.
We use Development Matters, the Department for Education's non-statutory curriculum guidance, alongside our professional knowledge and understanding of the children in our care. Development Matters provides broad pathways of development rather than a checklist for children to complete.
Assessment is an ongoing part of everyday life in EYFS.
Our practitioners observe children as they play, interact, explore and learn. We use what we notice to decide how best to support and extend each child's learning.
We celebrate progress and achievements, identify where children may need additional support and plan meaningful next steps.
Assessment is not about constantly testing children. It is about knowing children well and using what we know to help them learn.
Children in Reception complete the statutory Reception Baseline Assessment during the first six weeks of the school year. This provides a starting point for measuring progress across Reception and is not used to guide individual teaching.
At the end of Reception, teachers complete the statutory Early Years Foundation Stage Profile. This provides a picture of children's development against the Early Learning Goals at the end of the EYFS.
The Early Learning Goals are an assessment measure at the end of Reception – they are not a curriculum or a checklist that children need to work through during the year. Our curriculum is designed around what children need to learn, experience and understand, rather than simply working towards the ELGs.
Most importantly, we want every child to be recognised for the progress they make and supported to become the very best version of themselves.
We want children to know more, remember more and be able to do more – but we also want them to be curious, confident and excited about learning.
Our curriculum is carefully designed around the seven areas of learning:
Prime Areas
● Communication and Language
● Personal, Social and Emotional Development
● Physical Development
Specific Areas
● Literacy
● Mathematics
● Understanding the World
● Expressive Arts and Design
The seven areas are interconnected and woven throughout children's experiences.
Language and communication
- Developing children's vocabulary, listening, attention, confidence and ability to express themselves.
Early reading
- Building a love of books, stories, rhymes and language alongside systematic phonics teaching.
Early mathematics
- Developing a deep understanding of number, pattern, shape, space and measure through practical experiences and meaningful play.
Independence
- Teaching children to look after themselves, make choices, solve problems and take responsibility.
Physical development
- Developing strength, coordination, gross and fine motor skills and confidence in using their bodies.
Understanding the world
- Helping children explore their community and the wider world through real experiences, investigation and curiosity.
Creativity and imagination
- Giving children opportunities to express ideas through art, music, movement, role play, design and storytelling.
Our outdoor environment is an important part of our EYFS curriculum.
Being outdoors gives children opportunities to move, explore, investigate, take appropriate risks, solve problems and experience the natural world.
Children develop their physical strength and coordination through climbing, balancing, running and moving. They develop mathematical understanding through measuring, counting, comparing and building. They develop language through conversation and shared experiences, and their imagination through construction, role play and creative exploration.
Outdoor learning also provides opportunities for children to develop independence, resilience and confidence.
We want our children to feel a sense of wonder about the world around them and to become confident explorers who are not afraid to get involved, have a go and try something new.