EYFS F1 and F2
In our Early Years it is our intention to improve children’s outcomes at the age of 5 and give the children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life and to ensure that all our children develop well and are kept healthy and safe.
We offer a curriculum which is rich in wonder and memorable experiences and staff work hard to provide a stimulating environment which promotes challenge, exploration and a love of learning which values all cultures and communities. We acknowledge that Language and Communication underpins all areas of learning.
We understand that play is an integral part of our curriculum and that children develop at different rates so we recognise the importance of individual progress and ensure that no one is left behind. We also recognise the importance of positive relationships between staff and children, consistent routines and strong relationships with parents are key.
We recognise the crucial role that Early Years Education has to play in providing firm foundations upon which the rest of a child’s education is successfully based.
In our Early Years we follow the New Statutory Framework and meet the welfare and safeguarding requirements.
We promote a language rich environment through song, nursery rhymes, stories and actively engaging the children in quality interactions.
We recognise the importance of Early Reading and children are encouraged to become early readers through the enjoyment of books and the systematic teaching of phonics. The scheme we use is Little Wandle and this ensures consistency throughout the school.
We want our children to become confident mathematicians and develop their mathematical thinking through direct teaching and exploration. In F2 we follow the White Rose scheme in order to develop their skills. We want our children to use their mathematical skills and apply them to real life experiences.
We recognise the importance of Outdoor education not only to strengthen their core muscles through physical play but to appreciate their natural environment through wonderful exploratory and sensory activities.
The curriculum is taught through topics which are enriched with enhanced activities, trips and visitors. Topics are supported through quality texts and resources and delivered by a combination of teacher led and following the child’s individual interests. These are chosen carefully to encourage children’s speech, language and communication development. The skills taught are both sequential and hierarchical taken from the programmes of study. All planning however, is flexible and responsive to children’s needs so plans can be changed and adapted.
We understand the importance of parental engagement and believe our parents have a crucial role to play in supporting their children’s learning. Parents are kept informed of their children’s learning through open days and class emails. In Reception Tapestry is used and parents are encouraged to engage in their children’s learning supported by sharing experiences at home.
As part of the learning and teaching process, children are assessed in their relation to the New Early Learning Goals. These judgements are made on the basis of cumulative observations and the staff’s in- depth knowledge of the children acquired through summative assessment. These ongoing assessments are used to inform planning and next steps in teaching and learning for all children throughout the year.
- Improve the Outcomes for children at the age of 5
- Every child becomes a competent reader
- Every child becomes an effective communicator
- Every child is a confident mathematician
- No child is left behind
- Every child is happy, healthy and safe
- Every child is treat equally with no bias to race, faith or culture