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EYFS

EYFS Vision

Our aim is to provide a safe and caring environment in which every child can flourish. We aim to ensure all children’s individual needs, both academic and emotional, are fully met. We aim to develop a love of learning by providing children with a fun, engaging and suitably challenging environment. In the EYFS we ensure that the opportunities we provide are inclusive for all and we believe that every child has the right to achieve their full potential.

 

INTENT

We understand that our children commence their journey at Earl Spencer from different starting points, with different needs and interests. Our curriculum is designed to provide learning opportunities for all, we understand the importance of supporting children to reach their full potential.

We understand the importance of working in partnership with families to support the child and aim to provide opportunities to nurture this. We aim to provide many opportunities for children and families to get to know us before starting school so that they are better prepared for the transition from nursery to school.

It is our intent that by taking account of the children’s starting points and our own observations of the children’s characteristics of learning, we are able to plan and provide a curriculum that gives opportunities for all children to actively learn.

The characteristics of effective teaching and learning 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 (Dev Matters, Pg 12)

 

 

IMPLEMENTATION

Our EYFS provision focuses on the important starting points as per Development Matters (Development Matters - Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk) and links in to our wider school curriculum to ensure a continuous learning approach from EYFS onwards.

We plan and deliver learning using the EYFS Framework.

This covers the seven areas of learning:

Prime Areas (these underpin all areas of learning)

-Personal, Social and Emotional Development (PSED)        (Self Regulation, Managing Self, Building Relationships)

-Communication and Language (CAL)         (Communication and Language, Listening and Attention, Speaking)

-Physical Development (PD)         (Gross Motor, Fine Motor)

 Specific Areas

-Literacy (L)            (Word Reading, Comprehension, Writing)

-Mathematics (M)            (Number, Numerical Patterns, Shape, Space and Measure)

-Understanding the World (UW)            (Past and Present, People and Communities, The World)

-Expressive Arts and Design (EAD)            (Creating with Materials, Being Imaginative and Expressive)

 

Our EYFS curriculum has been carefully linked to the wider school curriculum so as well as provision planned by the EYFS team to support the needs of the children, we follow several schemes of work to ensure coverage and progression of skills throughout the different areas of learning. These include:

Past and Present, Creating with Materials - Cornerstones

Letter join - Fine Motor/Writing

NCETM Mastering Number - Mathematics

Discovery RE - People and Communities

3D PSHE/Cornerstones – PSED

Real PE – Gross Motor

Charanga – Being Imaginative and Creative

Essential Letters and Sounds – Word Reading (Phonics)

Our provision includes a balance of whole class teaching, adult led activities and child led continuous provision both inside and outside. Our progression of skills for continuous provision document ensures that the provision provides opportunities through the year for children to rehearse, extend and revisit their skills in each area of learning. The EYFS team plans enhancements to support the needs of the children and encourage children to access different areas within the provision.

 

 

 

IMPACT

The impact of the EYFS curriculum is reflected in having well rounded, independent, happy and confident children. The children transition into Year 1 with key knowledge and overarching concepts to enable them to access the requirements of the National Curriculum and whole school curriculum.

Phonic assessments are carried out using a phonics tracker spreadsheet every half term to quickly identify children who are not making expected progress. Intervention groups are implemented where necessary.

We measure progress and children’s learning across the year through formative and summative assessments which are based on the teacher’s knowledge of the children.

The EYFS team work with the Year 1 team to prepare children for the transition from EYFS to Year 1. Early in the year, children enjoy story time in the Year 1 classrooms, so that the environment is familiar to them. As the year progresses, children join in playtimes with KS1, and the KS1 teachers make visits to EYFS. We work together to ensure that towards the end of the year, aspects of the EYFS environment are reflected in the Year 1 environment and similarly at the beginning of Year 1, key elements of the EYFS provision are reflected in the Year 1 environment.

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