Intention

• Our EYFS Curriculum is designed holistically with a play-based pedagogy to ensure that all children become independent, curious, and motivated learners. Our children enjoy taking on challenges and in doing so, show high levels of resilience.
• We believe that focusing on the Prime Areas allows children to develop the learning behaviours that mean they will thrive throughout their education and develop a life long love of learning. 
• We believe that all children have the right to be heard and learn in a stimulating indoor and outdoor environment.
• We believe that learning is at its best when we meet each child at their own developmental stage and move them forward while supporting parents to do the same.
• We believe that children learn to self-regulate through co-regulation with trusted adults. As well as the opportunities our setting creates for co-operation and collaboration.  
• We celebrate success and reflect on our progress.
•  In knowing and caring for each child we celebrate the differences which make us special.
• We also acknowledge that many of our children and their families are increasingly facing challenges which impact upon their wellbeing. Where possible, we work together to remove any barriers preventing our children from reaching their potential.

Implementation

• We sequence our ambitious curriculum so we can build and develop our knowledge. 
• We re-visit learning to consolidate knowledge and skills.
• We support learning through whole class teaching, small group focus activities and scaffolding children in their play. 
• To build emotional literacy, children are taught to identify and share how they feel through our use of Zones of Regulation. 
• We plan for experiences that enrich our learning.
• Vocabulary is planned and deliberately chosen to support all of our children with their language development. 
• We use gesture and BSL sign to support the development of key vocabulary.
• We share stories and rhymes to support language development and a love of stories.
• Challenges are set on Mathletics, Tapestry and progress is shared regularly with parents.
• Each child has a Keyworker so that children can build a trusting relationship and feel safe. 

Impact

• Our children our enthusiastic and keen to take on challenges.
• Our children can sustain focus for sustained periods of time.
• Our children our keen to apply learning in the environment.
• Our children are empathetic and show concern for others.
• Our children are confident to share how they feel.
• Our children make rapid progress from below average starting points.
• Our children work collaboratively to explore the environment and their learning.
• Our children know and remember more.

Early Years Curriculum

  

 

We assess children's progress and achievements at the end of their Reception year using the  Statutory Foundation Stage Profile for Early Years:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1109972/Early_Years_Foundation_Stage_profile_2023_handbook.pdf 

Communication and Language

A key feature throughout our provision is developing children’s language and vocabulary. We do this through the stories we read, our interactions with children, and our language and communication-rich environment. We provide lots of opportunities to develop children’s familiarity with stories, songs and rhymes throughout, from Nursery to Reception.

Reading and writing

Reading and writing are central to our curriculum. Understanding and enjoyment of books is supported through daily story time and sharing books in all of Early Years. We use ‘core books’ in Nursery and Reception, both fiction and non-fiction, to develop children’s knowledge and understanding of the world. We immerse children in high quality books, involve lots of talk and role play, and this has been highly successful in raising engagement and attainment in this area. We develop children’s writing through spoken language, their experiences and comprehension of stories and through carefully selected and purposeful vocabulary choices.

Phonics

Phonics teaching is based on the ‘Read Write Inc’ programme.  This is taught systematically with daily sessions, in groups, so that teaching can be targeted at children’s levels.

Maths

Maths is taught through concrete, meaningful experiences aimed at developing children’s conceptual understanding. We follow the ‘White Rose Maths Hub’ scheme in Reception.

 

 

 

Expressive Arts and Design
Physical Development

We provide opportunities for children to develop their creative skills, this entails learning
about artists, and using tools, equipment and skills to create models and pictures.
The children are always encouraged to develop their gross and fine motor skills through a
broad range of activities and challenges such as digging, climbing and riding a bike.

Outdoor learning

We place a strong emphasis on the importance of outdoor learning throughout our provision. This has many benefits, including contributing to health and wellbeing, and in developing the ‘whole child’. Children are often more confident outside, and outdoor play offers great opportunities for experiencing the natural world, and active learning and exploration, as well as elements of risk and challenge. We have exceptional outdoor learning environments and a system of continuous provision whereby children can choose to play and learn inside or outside for a large part of the session.

Interactions and the characteristics of effective learning

Much of our teaching is through interactions. Adults observe the children closely, and join in (‘intervene’) sensitively with their play, to extend their language and thinking, and develop their knowledge and skills. We support the ‘Characteristics of effective learning’ (‘playing and exploring’, ‘active learning’ and ‘creating and thinking critically’) developing confident, resilient, independent learners throughout the early years. We encourage good attitudes to learning, like curiosity, concentration and willingness to ‘have a go’, in everything we do.

Parent and School partnership

We actively encourage our parents to support the school with their child’s learning. We offer a soft start where parents can play with their children to help settle them in at the beginning of the school day.
Parents are welcomed to curriculum meetings, designed to support their child’s learning, and we meet with families for consultations. 

Our online learning journey Tapestry, keeps parents updated with their child’s progress and they can also respond and upload their children’s learning from home.

Your child will be given a key worker who will work closely with you and your child alongside all the Early Years team.