OFSTED 2018

We believe .......'Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.' (Statutory Framework for the Early Years Foundation Stage (DfE))

We endeavour to provide children with a stimulating environment, which enables them to experience a practical approach to learning.  This is in line with the guidance taken from the Early Years Foundations Stage Profile 2017 Handbook, which states:

“Children must have access to a rich learning environment where opportunities and conditions allow them to flourish in all aspects of their development. The learning environment should provide balance across the areas of learning. Integral to this is an ethos which:

· respects each child as an individual

· values children’s efforts, interests and purposes as instrumental to successful learning.”

We are aware......'The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.' (Statutory Framework for the Early Years Foundation Stage (DfE))

Our curriculum is based on the principles outlined in the Development Matters document, which stipulates:

“The EYFS, which refers to children from birth to five years of age, is based upon the following four principles: a unique child; positive relationships; enabling environments; learning and development and it seeks to provide: quality and consistency; a secure foundation; partnership working; and equality of opportunity.

Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life.

The four themes of the EYFS underpin all the guidance. This document, Development Matters, shows how these themes, and the principles that inform them, work together for children in the EYFS.

• Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
• Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.

Development Matters in the Early Years Foundation Stage (EYFS)

Organisation

Children are allocated a key worker who is responsible for the spiritual, emotional and pastoral care of a small group of children. The class teacher is responsible overall for the children’s progress and learning. The key worker approach allows the children to work in small groups, building good relationships with staff and developing their self-esteem and confidence.

Curriculum

The curriculum in EYFS covers the 3 prime areas of:

• Communication and language
• Physical development
• Personal, Social and Emotional Development

The 4 specific areas are:

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

The EYFS planning is based on the interests of the children. The areas of learning are delivered through purposeful play with a balance of adult led and child initiated activities. Children are unique and develop at their own pace; therefore the planning is differentiated to reflect this. They are constantly learning in this phase of their life, which is why learning at home is encouraged. Parents are invited to share the learning opportunities that happen outside of school. All parental contribution is valued.

Assessment

Assessment in EYFS is continuous, reflective and informs the next steps for planning. These are often in the form of observations. The most informative observations come from child initiated activities, where the children apply their learning and understanding independently.

Special Books

Each child will have a special book, which will show their learning from their year in Reception. This book will also include anything special the child does outside of school. The book is a reflection of the activities the children have experienced throughout the year, and will include photographs, children’s work and anything special the children bring to school.

Paper copies of information on this website are available upon request.