Old Clee Primary Academy 

Our Intent, Implementation and Impact for Early Years Foundation Stage 

INTENT

At Old Clee it is our mission to offer every child a high-quality Early Years education in a supportive, vibrant, innovative environment in which they feel valued and are inspired to become life-long learners. We are passionate about providing a rich early years education whereby play based learning gives children a secure and confident start to their school life. We aim to provide motivating first-hand experiences to enable children to learn more and remember more.  Every child is recognised as a unique individual and we celebrate and welcome differences within our school community where all children shine.

In EYFS, our curriculum is designed to recognise children’s prior learning and provide a range of inspirational learning experiences, to allow children to build resilience, confidence and independence. We recognise how learning builds sequentially – by building knowledge, skills and learning behaviours from what the children already know and can do towards identified end points or outcomes. Our curriculum design will ensure our children are ready for the transition to Year 1. Underpinning our early years curriculum is a ‘love of reading’ whereby books are used to develop language and communication, encourage children to ask questions and be excited about books.    
 

Through our curriculum we intend to:

• To follow children’s interests and provide inspirational teaching and learning opportunities ensuring that we broaden children’s experiences providing opportunities to try new things and encouraging them to relish a new challenge.
• Provide a vibrant indoor and outdoor learning environment which excites children’s curiosity and questioning skills.
• Ensure all children achieve their full potential and support those who need additional help in order to maximise their chances of achieving the Early Learning Goals.
• 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 children 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 into KS1.
• To work in partnership with parents and carers to encourage independent, resilient learners who thrive in school.

IMPLEMENTATION

Our curriculum follows the Early Years Statutory Framework for the Early Years Foundation Stage and uses the Development Matters 2021 as a basis. These documents specify the requirements for learning and development in the EYFS. We have used these to develop our curriculum offer to ensure that we deliver a carefully planned and progressive curriculum.

We have an exciting curriculum that is based upon real life experiences and topics which engage and inspire our children. All areas of the EYFS framework are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum. Our children will learn new skills, acquire new knowledge and demonstrate understanding through the following seven areas:

• Personal, Social and Emotional Development

• Physical Development

• Communication and Language

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

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. Children are encouraged to be independent and innovative, have creative minds and be keen to enquire and problem solve. A rich learning environment provides plenty of opportunities for children to apply their taught knowledge

We maximise opportunities for cross curricular links and learning experiences which are key to providing the children with valuable opportunities. The curriculum is designed to include a blend of whole class, guided, adult directed play and child-initiated learning activities to ensure children are taught the knowledge they need. We ensure activities support the Characteristics of Effective Learning to ensure learning takes place.

These are:

• Playing and Exploring – children investigate and experience things, and have a go
• 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.

Literacy

Our curriculum is based on a love of reading with exciting and engaging stories mapped out across the year.  Children learn and retell imaginative stories using Talk for Writing which develops their story language, oracy skills and role play abilities. Our vibrant continuous provision is enhanced with resources which encourage and support the independent retelling and acting of each story. This develops confident, innovative, engaged writers.

We teach a systematic, synthetic phonics programme called Read Write Inc.  Through this all children learn to read and write with accuracy, fluency and automaticity. The scheme provides support for parents. Staff are trained and monitored regularly to ensure a consistent and successful approach. Children read daily in class and the books are matched specifically to the phonic phase they are learning, ensuring they are able to read independently.

Maths

Children develop a deep understanding of number. We use the White Rose Maths Hub as a supporting tool to enhance practical maths and children’s mathematical understanding both indoor and outdoor. Children are encouraged to use a range of concrete equipment, practise their number formation and explore with numbers. Children develop their number skills during daily maths lessons and through our number of the day focus where we ensure the understanding of numbers and counting are encouraged throughout the day.

Tapestry
Tapestry is an online, learning journal where practitioners and parents can work collaboratively to highlight personal milestones achieved by children. We welcome parents to log on to Tapestry to view their child’s learning journey and contribute by sharing home learning and achievements.  
 

Cultural Capital

We incorporate a range of real life learning events into our curriculum to make learning exciting, memorable and build up children’s vocabulary, knowledge and understanding. Local community links are used to enhance our curriculum and children’s experiences. Children participate in Forest school workshops and trips to local areas ensuring learning is interesting and awe inspiring. 

Transition

By the end of the year we provide opportunities for children to increase their ability to work independently on tasks ensuring they are well prepared for the move to Year 1. We also ensure that the curriculum and pedagogy in Year 1 continues to reflect the independent learning skills children have gained in Reception, working together as teams to develop expertise and confidence in all practitioners.  

IMPACT

Inspired to Believe, Learning to Achieve

The impact of the EYFS curriculum is reflected in having well rounded, happy and confident children. The children transition into Year 1 with key knowledge and overarching concepts to enable them to access the requirements of the National Curriculum.

At Old Clee Primary Academy, our children:

• Are happy and enjoy coming to school.
• Are supported by experienced practitioners that are well trained and passionate about providing the best education for every child.
• Leave EYFS with a love of learning which inspires curiosity, resilience and independence.
• Develop physically, intellectually, emotionally and socially.
• Are independent and demonstrate the characteristics of effective learning.
• Have our school values embedded by the time they leave Reception, preparing them for their future school life.
• Make good progress regardless of their starting points.
• Achieve the Early Learning Goals at the end of Reception and retain knowledge and skills required for their next step on their education journey.