Early Years Foundation Stage (EYFS)
In Reception, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, published in March 2014 by the DfES. This framework specifies the requirement for learning and development in the Early Years and provides specific areas of learning we must cover in our curriculum. These areas are:
- Communication and language development
- Physical development;
- Personal, social and emotional development.
- Understanding the World;
- Expressive arts and design.
A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means children are using and developing certain skills throughout the year on a daily/weekly basis. Continuous provision practice and principles begin in Early Years Foundation Stage and support children to develop key life skills such as independence; innovation; creativity, enquiry; analysis and problem solving. Our EYFS staff members teach and support the EYFS children, making sure that the activities taking place in the EYFS unit are suited to each child’s unique needs. This is a little bit like the curriculum in the rest of the school, but it is particularly aimed at and suitable for very young children; and it is designed to be really flexible so that the EYFS staff members can follow the children’s needs and interests.
EYFS Curriculum Design Statement
Our leaders adopt or construct a curriculum that is ambitious and designed to give children, particularly the most disadvantaged, the knowledge, self-belief and cultural capital they need to succeed in life. Our curriculum is coherently planned and sequenced.
It builds on what children know and can do, towards cumulatively sufficient knowledge and skills for their future learning. There’s a sharp focus on ensuring that our children acquire a wide vocabulary, communicate effectively and, in reception, secure a knowledge of phonics, which gives them the foundations for future learning, especially in preparation for them to become confident and fluent readers. Our school’s approach to teaching early reading and synthetic phonics is systematic and ensures that all children learn to read words and simple sentences accurately by the end of reception. We have the same academic ambitions for almost all children. For children with particular needs, such as those with SEN and/or disabilities , their curriculum is designed to be ambitious and to meet their needs.
Our children benefit from meaningful learning across the curriculum. Our staff are knowledgeable about the areas of learning they teach.
They manage the EYFS curriculum and pedagogy in relation to the learning needs of their children.
Our staff are expert in teaching systematic, synthetic phonics and ensure that children practise their reading from books that match their phonics knowledge. Our staff present information clearly to children, promoting appropriate discussion about the subject matter being taught. We communicate well to check children’s understanding, identify misconceptions and provide clear explanations to improve their learning. In so doing, we respond and adapt their teaching as necessary. Our staff read to children in a way that excites and engages them, introducing new ideas, concepts and vocabulary. Our staff are knowledgeable about the teaching of early mathematics.
We ensure that children have sufficient practice to be confident in using and understanding numbers.
Our mathematics curriculum provides a strong basis for more complex learning later on.
Over the EYFS, teaching is designed to help children remember long term what they have been taught and to integrate new knowledge into larger concepts. This is checked well by staff and leaders.
Our leaders understand the limitations of assessment and avoid unnecessary burdens on staff or children. Our staff create an environment that supports the intent of an ambitious, coherently planned and sequenced curriculum.
The resources are chosen to meet the children’s needs and promote learning. Our curriculum and care practices promote and support children’s emotional security and development of their character. Our leaders and staff are particularly attentive to the youngest children’s needs. Our staff give clear messages to children about why it’s important to eat, drink, rest, exercise and be kind to each other.
They teach children to take managed risks and challenges as they play and learn, supporting them to be active and develop physically. Our staff provide information for parents about their child’s progress, in line with the requirements of the EYFS.
They provide information to parents about supporting their child’s learning at home, including detail about the school’s method of teaching reading and how to help their children learn to read.
The impact of the curriculum on what children know, can remember and do is strong.
Our children demonstrate this through being deeply engaged and sustaining high levels of concentration.
Our children, including those from disadvantaged backgrounds, do well. Children with SEN and/or disabilities achieve the best possible outcomes. Our children develop detailed knowledge and skills across the seven areas of learning in an age-appropriate way.
Our children develop their vocabulary and use it across the EYFS curriculum.
By the end of reception our children use their knowledge of phonics to read accurately and with increasing speed and fluency. Our children are ready for the next stage of education, especially year 1 in school.
They have the knowledge and skills they need to benefit from what school has to offer when it’s time to move on.
By the end of reception our children achieve well, particularly those children with lower starting points. By the end of reception our children have the personal, physical and social skills they need to succeed in the next stage of their education. Our children are highly motivated and are eager to join in. They share and co-operate well, demonstrating high levels of self-control and respect for others. Our children consistently keep on trying hard, particularly if they encounter difficulties. Most children achieve the early learning goals, particularly in mathematics and literacy. Our children enjoy, listen attentively and respond with comprehension to familiar stories, rhymes and songs that are appropriate to their age and stage of development.
Our children develop their vocabulary and understanding of language across the seven areas of learning. Our children demonstrate their positive attitudes to learning through high levels of curiosity, concentration and enjoyment.
They listen intently and respond positively to adults and each other.
Our children are developing their resilience to setbacks and take pride in their achievements. Our children are beginning to manage their own feelings and behaviour, understanding how these have an impact on others.
They’re developing a sense of right from wrong.
In EYFS, we use the woods and the forests, as a means, to build independence and self -esteem in children. Topics are cross-curriculum including the natural environment. Personal skills of teamwork and problem solving are developed and the woodland environment is used to learn about more abstract concepts such as mathematics and communication. You can find out more in the Forest School section of our website.