EARLY YEARS FOUNDATION STAGE
The Early Years’ Curriculum play is vital in laying down the foundations for later learning.
Our planning of the curriculum is flexible and covers a broad range of developmental needs as set out by the DFE (Department for Education). It is based on active, first-hand experience and play and communication are central to the learning process. It is through play that the children learn to make sense of the world. Both indoor and outdoor play have equal importance. We believe that learning should be pleasurable and rewarding, and the starting point should be what children can do.
Our Early Years Curriculum is based on the Early Years Foundation Stage (EYFS), Setting the Standards for children from Birth to 5 years.
The EYFS seeks to provide:
• quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
• a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
• partnership working between practitioners and with parents and/or carers;
• equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported
The areas of learning and development
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas, are:
• communication and language;
• physical development; and
• personal, social and emotional development.
Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
• literacy;
• mathematics;
• understanding the world; and
• expressive arts and design.
CURRICULUM PLANNING
The aim of our curriculum is to equip children with the skills and knowledge they need to explore and understand the world around them. We believe that children grow and develop when they have access to a well thought out learning environment and engaged adults. The teaching and learning of new skills and knowledge is delivered through both adult and child led opportunities both indoors and outdoors. We focus on the importance of knowledge and skills that will support children in every way possible so that they can make the most of opportunities and fulfil their potential along with promoting their independence.
The cycle of observation, assessment, planning and observation, is carried out on a moment-by-moment basis.
Wow moments are recorded weekly for each child and connected to the areas of learning within the EYFS and the Characteristics of Effective Learning
We work in this way because....
“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will always be alert to individual children (observation), always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment)”.
Our intent is for children to leave us confident in
Knowing about themselves and others, and how to keep safe. PSED / CL / PD / UW
Having the social skills and confidence to play alongside / with other children PSED / CL / UW
Being able to make a simple choice CL Having a go and keep on trying PSED / PD/ L / M
Listening and taking turns CL/ PSED / M
Following simple instructions CL Knowing a number of songs and rhymes and enjoy joining in with singing. L / M / EAD / CL / PSED
Sitting at a table for snack and meal times PSED/ UW/ PD Talking to an adult CL / PSED / UW
Using gross and fine motor skills to do things independently PD
Using mathematical concepts and language in play and everyday experiences. M
Implementation - How we will support children
Observe children at play and plan activities that follow their interests and introduce them to new ideas and concepts.
Being specific with our praise, noting how well children solve problems, have ideas and negotiate.
Use additional funding to support children as identified
Work with parents to ensure they are able to support their child’s learning at home. Share and discus experiences
Role model positive language and positive behaviour
Provide supervised opportunities for turn taking. Provide real life experiences
Use flashcards to support basic English language / for children to express their own wants and needs.
Well planned leaning environments indoors and outdoors that promote the focus on learning.
Know and understand the areas of learning and development By building a good relationship up with both key children and their immediate family
Know how each child plays and learns.
Impact
The Impact of our intent and implementation is...children progressing, by using adult knowledge, evidence from observations and reports which adds to the cultural capital for each child. helping them to become strong individuals ready for their next phase in life.