EYFS
Intention
- Our EYFS Curriculum is designed holistically with a play-based pedagogy to ensure that all children become Independent, curious, and motivated learners. Who 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 careers and develop a life long love of learning.
- We believe that all children have the right to be heard and learn in 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 pupil 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 learning so we can build on what we already know.
- We re-visit learning to consolidate.
- We Support learning through whole class, small group focus activities and scaffolding children in their play.
- To build emotional literacy children are taught to identify and share how they feel.
- We plan for experiences that in enrich our learning.
- We plan for language and consolidate within the continuous provision.
- We use gesture and sign to support the development of key vocabulary.
- We share stories and rhymes to support language development and a love of stories.
- We model the characteristics of learning we wish to see including, play, speech and problem solving.
- Challenges are set on Mathletics, Tapestry and progress is shared regularly with parents.
- Each child has a Keyworker.
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
Nursery | ||||||
Theme/Topic |
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
Ourselves |
People who help us Vehicles |
Fairy Tales |
At the bottom of the garden (Spring) Dinosaurs
|
Animals and where they live |
Journeys
|
|
Key Texts |
Winnie the witch Tiger Who Came to Tea Whatever Next
|
A day in the police station Dinosaur Firefighters My Daddy the amazing nurse Nola the Nurse The Jolly Post Man |
Cinderella Snow White and the Seven Dwarfs Little Red Riding Hood Paper Bag princess
|
The Hungry Caterpillar Funnybones You Choose Non-Fiction Planting/mini beast books What the Ladybird Heard
|
We’re going on a Bear Hunt The very Hungry Catterpillar The curious garden Don’t throw that away Michael Recycle Maps |
10 little pirates The Train Journey Oi! Get Off Our Train! This is the Bear Handa’s Suprise school for Pirates My Granny is a pirate The Singing Mermaid |
Text Types |
Mark making Names Labelling Sequencing
|
Mark making Matching Labelling Cards
|
Mark making Instructions labelling
|
Mark making, initial sounds, phrases and simple sentences
|
Mark making, initial sounds, phrases and simple sentences
|
Mark making, initial sounds, phrases and simple sentences Invitations List writing Wanted posters |
Trip/Visits |
Parents in to talk about cultures Person in to talk about Diwali festival |
Visits from Service people Trip to the post-box |
Parent Visitors Staff visitors King, Queen, prince or Princess visitors
|
Mud Kitchen School Grounds |
Butterflies- Life Cycles Farm Visit |
Treasure hunt |
Special events and activities |
Settling in Autumn time Ramadan Harvest Diwali |
Guy Fawkes Bonfire Night Christmas Hanukah Remembrance day Children in Need |
St. George’s Day Chinese New Year Valentines Day |
Shrove Tuesday Mother’s Day Easter World Book Day Parents in to garden Mother’s Day afternoon Tea |
Ramadan Eid |
Father’s day Reception Transition Visits. |
Progression links to other year groups |
Reception –T1 Being Me- Y1-4 |
Great fire of London – Y1 Transport – Y2 |
Reception- Traditional Tales Y1- Kings and Queens Y2- People from the past |
Reception – T1 Plants-Y2 Living things and Habitats-Y2
|
Reception – T3 and T6 The World – Y1 Animals –Y1 Living things and Habitats-Y2 Active Planet – Y3 Extreme World – Y5 |
Vikings – Y4 |
Reception | ||||||
Theme/Topic |
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
All about me My Family Places around the world
|
Space Winter Festivals |
Transitional Topic after Break Oi Cat books etc
People who help us Superheroes |
Traditional Tales Past and Present Homes |
Being Healthy/Growing and change Growing & Change on the farm |
Transport Past and Present Summer Holidays |
|
Key Texts |
Family Books Owl Babies We’re going on a bear hunt Handa’s Surprise Maps You Choose
|
Stanley Stick Whatever Next Man on the Moon Aliens in underpants How to Catch a Star
Christmas stories |
Oi Cat, Oi Dog, Oi Platypus etc
Fire Fighters Police Hospital
Doctor Dog Supertato Vegetables Assemble Non-Fiction Books about Service Worker What Do People Do All Day
|
3 little pigs Little Red Riding Hood The Gingerbread Man
|
Windows Tidy Feel the wind A stroll through the seasons
Enormous Turnip Jack and the Beanstalk A seed in Need What if Everybody Did That? Jaspers Beanstalk The Smartest Giant in Town
The Little Red Hen Muddle puddle farm down on the farm A squash and a squeeze Life cycle of the chick The Very Hungry Caterpillar
|
Naughty Bus Train Ride Looking Inside cars Amazing Aeroplanes Seaside Poems The snail and the whale Barry the Fish with Fish Fingers Sharing a Shell What a Waste
|
Text Types |
Names Drawing people Labelling Timeline
|
Writing captions Simple cvc words Lists Invitations Cards Shopping lists |
Writing simple sentences. Simple cvc words Lists Invitations Cards Shopping lists Maps for superheroes |
Writing simple sentences. Simple cvc words Maps Story boards Character profiles Speech Bubble Writing Letters/Wanted Posters |
Writing simple sentences. Simple cvc words Labels Instructions Letters Description |
Writing simple sentences. Simple cvc words Stories Fact writing Recounts Persuasive writing |
Trip/Visits |
Key Worker visits Parents come in to share food from their culture Parents in to talk about cultures Person in to talk about Diwali festival |
Arts Depot Play |
Dress up as a Super Hero Day- Visit from a real life super hero |
Around the school |
Stick Insects- Life Cycles Farm Visit
|
Big Sandpit Beach Parasols/Ice Lollies/Buckets and Spades. |
Special events and activities |
Settling in Autumn time Harvest Diwali |
Guy Fawkes Bonfire Night Christmas Hanukah Remembrance day Children in Need Thanks giving |
Chinese New Year St. George’s Day Chinese New Year Burns night Valentines Day
|
Shrove Tuesday Mother’s Day Easter World Book Day Parents in to garden Mother’s Day afternoon Tea
|
International Food Day |
Father’s day Reception/Year 1 Transition Visits. |
Progression links to other year groups |
Nursery – T4 Celebrating Difference –Y1 Being Me- Y1-4 Food from Around the world- Y4
|
Buildings – Y1 Space – Y5 Finding home – Y5 |
Nursery- T2 Healthy Me Y1-Y6 Relationships-Y1-Y6 |
Weather – Y1 The World – Y1 Active Planet – Y3 Extreme World – Y5 |
Nursey- T5 Y1- Animals Y1- Seasons Living things and Habitats-Y2 Y6- Animals Including Humans
|
The World – Y1 Holidays – Y1 Active Planet – Y3 Land, sea and sky – Y4 Plastic Planet – Y6 |
We assess children's progress and achievements at the end of their Reception year using the Statutory Foundation Stage Profile for Early Years:
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 is 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 the children in high quality books, involves lots of talk and role play, and has been highly successful in raising engagement and attainment in reading and writing. We develop children’s writing through spoken language, their experiences and comprehension of stories.
Phonics
Phonics teaching is based on ‘letters and sounds’ in nursery, and moves on to ‘Read Write Inc’ in Reception. 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, a nd using tools, equipment and skills to create artefacts 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 ‘free-flow’ 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 parents to support the school with your 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 you with your child’s learning. We have three termly parent consultations to discuss your child ’s
Our online learning journey Tapestry keep s parents updated with their child’s progress.
Parents can also respond and upload their children’s learning from home.
Your child will be given a key worker who wi ll work closely with you and your child alongside all the Early Years team.