Our Intent, Implementation and Impact for Early Years Foundation Stage
Our EYFS Intent
In EYFS at Broseley C of E Primary School, the curriculum is designed to recognise children’s prior learning from previous settings and their experiences at home, provide first-hand learning experiences, whilst allowing the children to build resilience, ambition, ability to risk take and integrity. Our school vision is
‘Growing Global Citizens’
In order to recognise this vision our curriculum has curriculum drivers; SEE
Through learning about the natural world we appreciate that it is our responsibility to reuse, reduce and recycle to protect and sustain our environment. We make full use of our Forest School area, outside space and local conservation area- The Haycop, to observe, predict, explore and take risks whilst learning how to care for our environment. We also offer the children opportunities to find out about places beyond Broseley through stories/ the internet and others first-hand experiences.
Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. A diverse range of texts/ artefacts/ visitors and experiences are provided in taught and self-exploration contexts.
Communication and language is highly valued as a vehicle to develop empowerment. We want our youngest pupils to be confident communicators to voice their own observations/needs/ feelings and wishes across the curriculum. Vocabulary is explicitly recognised, discussed and taught. We use language Screen and the NELI programme to address any concerns. We have a trained ELKAN member of the team to deliver individual Speech and language programs.
Our classroom environments endeavour to be an extension of the home to provide a safe, happy and nurturing atmosphere for our young children. Within the classroom, the children have access to a range of resources that they can use when and how they feel necessary, allowing them to take control of their own learning journey and explore aspects that they are interested in.
Children are given a wealth of opportunity to develop their independence with personal skills such as dressing and toileting. They are encouraged and guided to make choices, develop own ideas and problem solve for themselves. This is where children can take ownership of their learning .
The ability to learn is underpinned by the teaching of skills, knowledge, concepts and values. We provide enhancement opportunities to engage learning and believe that our first experiences of school should be happy and positive, enabling us to develop a lifelong love of learning.
We learn through curiosity, excitement, enthusiasm and enjoyment
We explore and celebrate similarities and differences. We learn about and embrace many different festivals celebrated by different religions.
Think and Talk
We recognise the importance of communication skills to articulate our thoughts, ideas and observations. We promote and develop new vocabulary to do this and ensure all children are aware of the importance of each other’s thoughts and therefore listen to and value their talk.
Understanding of the world
This involves guiding children through stories, non-fiction, rhymes and first hand experiences to foster an understanding of our culturally, socially, technologically and ecologically diverse world.
Through self-regulation we will recognise our responsibility of our own actions and how they can affect others.
Through regular physical opportunities to develop gross and fine motor skills alongside learning about healthy life choices children will take responsibility for their own physical and mental well-being.
Children are given opportunities to reflect and discuss their own sense of being as well as exploring other faiths and beliefs.
Throughout their time in EYFS, the children develop a sense of belonging to our school community, ready to transition to year 1 the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners.
To work in partnership with parents and carers to encourage empowered, independent learners who are happy and successful in school and reach their full potential from their various starting points.
To understand and follow children’s interests and provide opportunities throughout our ambitious and exciting EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
To create an indoor and outdoor enabling environment which supports and extends learning.
To prepare children to reach their full potential and obtain the Early Learning Goals at the end of the Foundation Stage and ensure children make good progress from their starting points.
To support transition into KS1.
We keep parents informed and meet regularly with parents and carers to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed. This includes Stay and Play sessions, Information workshops, Family learning sessions and parent consultations. We also stay connected virtually with our parents through our class Facebook page that we update regularly and encourage parents to contribute similarly.
We have a curriculum that is child-centred and that is based upon real life experiences and stories, with topics which engage all children. We encourage active learning to ensure the children are motivated and interested. Each term we plan an educational visit that promotes learning and explores their wider world. We take time to get to know children’s interests and their likes and dislikes in order to support learning, whilst delivering a creative curriculum that engages all children and promotes curiosity, awe and wonder.
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 in the EYFS curriculum:
Personal, Social and Emotional Development
Communication and Language
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 needs, interests and fascinations are supported. Daily guided activities are set up and planned that cover different areas of the EYFS Educational programmes and allow children to develop their next steps in learning. Areas of need and next steps are identified for all children to ensure good progress is made. There are also a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play. In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practice. We ensure activities support the Characteristics of Effective Teaching and Learning to ensure learning takes place. These are:
• Playing and exploring - children investigate and experience things, and ‘have a go’ and become confident mistake makers.
• Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;
• Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our Forest School is used all year round.
Staff support transition into Key Stage 1. Preparing children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of Reception and the start of Year 1.
Long Term Plan: Key Questions
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
What makes our world wonderful?
What can I celebrate?
What makes a hero?
What was it like before?
What is growing?
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to reach the Early Learning Goals at the end of the Reception Year. Through careful observations and assessments, we ensure our off-track children receive high-quality interventions as necessary.
All Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are not always recorded but can form part of professional discussions. The journey of learning is recorded in a floor-book which is used as a memory jogger for the children to discuss previous learning. We regularly assess where the children are. Staff’s knowledge and pedagogy of young children’s development needs to be strong, consistent and reliable and they need to understand how areas of learning are interlinked. All staff have a weekly meeting led by the EYFS co-ordinator detailing focuses for the following week, achievements and concerns from the present week and this gives the opportunity for contributions from all members of staff. This ensures our planning, adult interaction, continuous provision and learning environment support children to reach their next steps.
Summative assessment discussions allow practitioners to discuss any children which are causing concern in any of the 7 areas and support/ intervention can be planned as necessary.
Assessment judgements are moderated both in school and externally with local schools. Experienced staff undertake moderator training through the LA which helps validate school judgements.