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Early Years Curriculum

Intent

At Roselands Primary School we aim to provide motivating first-hand experiences whilst encouraging children to build resilience, ambition and a lifelong love of learning.  We aim to build on the wealth of knowledge and skills children already have when they arrive and are actively developing relationships with feeder settings.  We recognise that all children are unique, celebrating and welcoming differences within our school community.  Therefore, our curriculum is child-centred following the interests and fascinations of the children in the current year group.  We are passionate about children leading and engrossing themselves in their learning and believe that our first experiences of school should be happy and positive, enabling us to develop a lifelong love of learning.  

 

We aim 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.
  • Provide a curriculum that offers children a wide range of opportunities to try new things and encourage them to relish a new challenge.
  • Create an indoor and outdoor environment which supports learning.
  • Provide high expectations encouraging them to develop perseverance and self-belief so that they can problem solve and achieve far more than they expected.
  • Provide a learning environment that helps children achieve their potential and support those who need additional help in order to maximise their chances of achieving the Early Learning Goals.
  • Provide children with opportunities to develop their sense of wellbeing and ability to regulate their feelings so that they feel confident in our community and are equipped with all the tools they need to transition to Year 1 effectively.
  • Work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their varying starting points.
  • Develop the skills and expertise of staff working in EYFS through regular and comprehensive professional development.

 

Implementation

Our curriculum follows the Early Years Statutory Framework for the Early Years Foundation Stage.  This document specifies the requirements for learning and development in the EYFS and provides the prime and specific areas of learning we must cover in our curriculum.  Through our knowledge of each child and formative assessments, the EYFS team plan exciting and engaging activities that will motivate and interest the children and move their learning forward.  This may involve following a class theme where we take advantage of cross curricular links in order to combine transferable skills and develop a wide-ranging vocabulary which underpins the children’s learning.  This may also include following individual children’s interests and making the most of those focused moments where the teaching and learning can be maximised in a one to one way with teacher and child.  Each year creates its own unique blend of whole class, guided, adult-directed play and child-initiated play activities dependent on the nature and needs of the class of individuals.  We look forward at the start of a year to see where the class will lead us.  All areas of the EYFS curriculum are followed and planned for to ensure 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 of the EYFS curriculum:

  • Communication and Language
  • Personal, Social and Emotional Development
  • Physical Development
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

These 7 areas are used to plan children’s learning and activities.  Planning for this curriculum is designed to be flexible so that a child’s unique interests are supported.  Daily guided activities are also planned to cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. During each week, the children have daily phonics and maths lessons.  They will also work with an adult to complete at least two 1:1 reading sessions, as well as an adult led writing task, three adult led maths tasks and a range of child-initiated tasks through both the indoor and outdoor provision.  A vital aspect in the development of essential knowledge and skills is the use of continuous provision.  This means that children are using and developing taught skills throughout the year on a daily basis. Continuous provision practice and principles begin in EYFS and support children to develop key life skills such as independence, collaboration, resilience and respect. During the school day, children will have an opportunity to work independently, work collaboratively with their friends and with members of staff. In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practice, ensuring our planning, adult interaction and learning environment, including continuous provision, support children to reach their next steps, so good progress is made.

 

Children in EYFS learn by playing and exploring, being active and thinking critically and creatively and this takes place both indoors and in our outdoor area.  Our outdoor area is open all year round and in all but the most challenging weather conditions.  Children make their own decisions about where they learn best and teachers ensure that there are opportunities for all areas of learning both inside and outside.  

 

We provide effective and focused intervention for those children who are finding learning challenging and are not on track to meet expectations at the end of the year.  This will be provided in an inclusive way and support from parents is also encouraged at an early stage to ensure that the children have every chance to achieve the Early Learning Goals.

 

The EYFS team collect evidence of children’s learning through observations, photos and videos which are shared with parents using the See-Saw online system.  This means that parents can engage with children regularly about their learning and can contribute to the knowledge we have of the child in school.  Parents are active and love to use See-Saw to record the milestones children make at home during the year.

 

We love to provide children with opportunities that lots of them have not experienced before or that enhance their learning in school.  We go on visits to support this for example a trip to Pennywell Farm to learn about lifecycles and caring for animals or arranging for the local fire fighters to come into school to talk to children about their jobs during a focus on people who help us.  We ensure that all of our visits are learning related and will provide the spark for further immersion in a theme or project.

 

By the end of the year we provide opportunities for children to increase their independence in recording their work as appropriate to ensure they are well prepared for the move to Year 1.  We also ensure that the pedagogy in Year 1 reflects the independent learning skills children have gained in Year R.  In weekly team meetings, teaching staff reflect on practice, evaluate and decide the best way to move forward to enhance children’s learning.

 

Staff work to ensure that children are surrounded by a kind, caring and happy environment which helps them develop the same skills in their journey through school.  It is a positive place to be where resilience, perseverance and successes are celebrated and every child feels valued and respected.

 

Impact

The impact of the EYFS curriculum is reflected in having well rounded, happy and confident children, who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens. 

 

We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points.  We also aim for children to reach the Early Learning Goals at the end of Reception and to be at least in line with National and Local Authority data.  We have consistently exceeded this in the past ten years.

 

We measure progress and children’s learning across the year through formative assessment which is based on the teacher’s knowledge of the child and observations of WOW moments in their online learning diaries.  This informs future planning and ensures that all children build on their current knowledge and skills at a good pace.  Summative assessment compares children’s attainment to age related expectations.  This is tracked using Scholarpack to ensure children are ‘on track’.

 

Our assessment judgements have been moderated both in school and externally with others in our trust.  We have also previously taken part in local authority moderation which has validated our school judgements.  This means judgements are secure and consistent with government guidelines.  

 

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