Early Years Foundation Stage
The Early Years Foundation Stage is the period of education from birth to 5 years. In our school we have a Reception Unit.
Our EYFS Intent
To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
To understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
To create an environment, both inside and outdoors, which supports learning.
To prepare children to reach the Early Learning Goals at the end of the Foundation Stage and ensure children make at least good progress from their starting points.
To support transition into KS1.
We keep parents informed and we meet regularly with parents and carers to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed. This includes learning together sessions, workshops, Class Dojo and parent consultations.
We have a curriculum based upon ‘Wow!’ experiences and topics, which engage the children. We encourage active learning to ensure the children are motivated and interested. We take time to get to know children’s interests and their ‘likes’ to support learning.
All areas of the EYFS curriculum are followed and planned for; ensuring there is a broad, balanced and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas in the EYFS curriculum:
The Prime Areas:-
- Personal, Social and Emotional Development
- Physical Development
- Communication and Language
- Understanding the World
- Expressive Arts and Design
The teaching of these areas of learning is practical and playful with support and challenge from adults in class sessions, small group sessions and when working with individuals. There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities. Daily guided activities are set up and planned that cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. Areas of need and next steps are identified for all children to ensure good progress is made. In planning and guiding children’s activities we acknowledge the different ways that children learn and reflect these in our practice.
We ensure activities support the Characteristics of Effective Learning to ensure learning takes place. These are:-
- Playing and exploring - children investigate and experience things, and ‘have a go’;
- Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;
- Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collected in each child’s Learning Journey. We regularly assess where the children are using the Development Matters and then ensure our planning, adult interaction and learning environment support children to reach their next steps.
Staff support transition into Key Stage 1. Preparing children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of Reception and the start of Year 1.
- We strive to ensure that our children’s progress across the EYFS curriculum is at least good from their varied starting points. We also strive for children to reach the Early Learning Goals at the end of Reception year.
- Evidence in children’s Learning Journeys supports all areas of the EYFS curriculum.
- Class teachers use observations to make formative assessments, which inform future planning and ensure that all children build on their current knowledge and skills at a good pace.
- Summative assessment compares children’s attainment to age related expectations using month bands in the Development Matters. This is tracked to ensure rates of progress are at least good for all children, including vulnerable groups such as those with SEND or who are disadvantaged.
- Assessment judgements are moderated, both in school and externally with local schools. Experienced staff undertake moderator training through the LA which helps validate school judgements.