Stanton Bridge Primary School

EYFS curriculum

Early years Foundation Curriculum

 

Curriculum Intent

At Stanton Bridge Primary School, we pride ourselves on our creative curriculum which allows for many 'I wonder' moments as the children engage in many real life opportunities within an immersive environment leaving all in awe! 

Our Nursery and Reception curriculum demonstrates our commitment to the EYFS Framework requirements for learning and development.  The framework sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years’ providers must follow the EYFS framework, including childminders, preschools, nurseries and school reception classes. The EYFS framework specifies the requirements for learning and development which must shape activities and experiences for the children in their early years.

The children within our early years (Nursery and Reception) learn through a range of play based opportunities as well as adult led and independent activities. All staff within the EYFS bring an excellent wealth of experience, knowledge and understanding of how the youngest pupils in our school learn and develop. All staff are involved in planning a wide range of exciting activities that promote our core values of achievement, perseverance, community, manners and responsibility where the outcome is a cohort of happy, independent, confident and determined learners who are able to communicate well and have the ability to think critically and share their thoughts and ideas. 

The children have independent access to a stimulating curriculum both indoors and outdoors on a daily basis. The outdoor environment includes access to a garden area which helps to further enhance the children's learning through exploring and gaining new learning experiences engaging with the outdoor environment whatever the weather. 

We plan half termly topics that we feel will inspire the children's curiosity, understanding and development. All seven main areas of learning are incorporated into the outdoor curriculum and planning is cross curricular across all areas. Throughout the EYFS curriculum we are always incorporating children’s skills and development under the characteristics of effective learning by providing opportunities to support playing and exploring, active learning and creating and thinking critically. 

In both year groups we have medium term planning (half termly) which helps us link the essential skills to be developed to specific planned activities and identifies assessment opportunities, which in turn supports the individual child to move forward in their learning. Short term (weekly) planning includes specific plans for coverage of the daily Literacy, Mathematics, topic and phonic whole class teaching sessions, where learning objectives will be shared verbally with the children.  Adult led focus activities are also planned to develop and move children forward in all areas of their learning, again small targets are verbally shared to support progression in each child’s individual learning experience.  Free-flow activities are planned on a daily basis with the whole team to include opportunities for extension; child requested activities and further planned adult led activities.

Areas of learning

There are seven areas of learning that shape the educational programmes. All areas of learning and development are important and inter-connected. Three prime areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. There are four specific areas, through which the three prime areas are strengthened and applied.

Prime Areas
Specific areas

Communication and Language

Literacy

Physical Development

Mathematics

Personal, Social and Emotional development

Understanding the World

 

Expressive Arts and Design

The Seven areas of learning in EYFS

Communication and Language development (CL) - giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical Development (PD) - providing opportunities for children to be active in order to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.  

Personal, Social and Emotional Development (PSED) - helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Literacy development (Lit) - encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics (Maths) - providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the World (UW) - guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive Arts and Design (EAD) - enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

The staff must consider the individual needs, interests, and stage of development of the children. For children whose home language is not English, staff will value and encourage the use of home language while ensuring children have sufficient opportunities to learn and reach a good standard in English language. Each area of learning is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.

 

EYFS Environment

Staff recognise the importance of providing an enabling environment.  They offer a range of stimulating resources for the children to select and there is opportunity to play and learn both indoors and outside. Independence time and through our continuous provision is an excellent opportunity for children to develop in the prime areas of learning and independently apply skills and knowledge learnt in focused lessons.  Staff carefully observe and facilitate children's chosen play to support and develop their learning.  Focused lessons cover the seven areas of learning.  At the start of the EYFS there is a greater focus on the Prime areas. The prime areas continue to be important in reception but we increase learning in the specific areas of Literacy and Maths so that the children are prepared for Year one. 

 

Assessment


Ongoing assessment is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles and to then shape learning experiences for each child reflecting those observations. Majority of our ongoing assessment is collected in a learning journey and part of it is carried out by using ipads and recording your child’s achievements on a programme called 2Simple.  We use a range of tools and methods to collect evidence which informs ongoing assessments and planning for the next steps. 

Development Matters

We use the non-statutory guidance materials called Development Matters in the Early Years Foundation Stage and Early Years Outcomes to support our implementation, planning and assessment of the learning programmes and to help inform understanding of child development in the early years.

http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

 

Early Leaning Goals (ELGs)

EYFS staff help children work towards the early learning goals (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five). In the final term of the reception year each child’s level of development is assessed against the early learning goals. Staff assess whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.

The Foundation Stage Curriculum and the Early Years Foundation Stage provides a structure of learning opportunities through which we develop the different aspects of early education. These areas cover the basic skills necessary for Key Stage 1 of the National Curriculum.

We believe our creative and topic based curriculum helps children meet learning opportunities within a happy, secure and interesting environment through practical activity, enquiry and purposeful play, with consolidation through practice, talk and reflection.

Nursery Medium Term Plan

Reception Medium Term Plan

All plans are subject to amendments in order to take into account the children's interests, to meet their needs and to consider any future school priorities

Nursery Rhymes to be learnt

These are the nursery and reception rhymes children will learn whilst in the EYFS.  Please encourage your child to learn and rehearse these songs. 

Nursery Rhymes

Reception Rhymes

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