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Early Years Foundation Stage

Old Clee Primary Academy

Our Intent, Implementation and Impact for
Early Years Foundation Stage

 

The Early Years Foundation Stage is the period of education from birth to 5 years. In our Foundation Stage we have a Nursery unit and three Reception classes. The majority of our children come to Reception from our nursery unit.

INTENT

At Old Clee we provide a high quality EYFS education giving children a secure and confident start to their school life. We are committed to nurturing a lifelong love of learning alongside the aims of the EYFS statutory framework.

In EYFS at Old Clee Primary Academy, 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 and integrity. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic 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.

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.

We intend:

  • To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
  • 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.
  • To create an indoor and outdoor environment which supports learning.
  • To prepare children to reach the Early Learning goals at the end of the Foundation Stage and ensure children make at least good progress from their starting points.
  • To support transition into KS1.

IMPLEMENTATION

Throughout the EYFS at Old Clee Primary Academy, we follow the Early Years Statutory Framework for the Early Years Foundation Stage. This framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum. We have an exciting curriculum that is based upon wow experiences and topics which engage the children. Traditionally we have had a boy heavy cohort over the last few years so we ensure that topics are appealing for all genders – with some topics more focused to engage boys. We also follow the children’s interests.

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.

• Personal, Social and Emotional Development

• Physical Development

• Communication and Language

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

 

                              

Children access 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. There are a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play. This means that children are using and developing taught skills throughout the year on a daily basis. Continuous provision practise and principles begin in EYFS and support children to develop key life skills such as independence, innovation, creativity, enquiry, analysis and problem solving.

During the school day, children will have an opportunity to work independently, work collaboratively with their friends and with members of staff. 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 in Reception will work with an adult to complete at least one 1:1 reading session, a group reading session, an adult led literacy task and an adult led maths tasks. Read Write Inc phonics is taught daily in ability groups.

Through observation and discussion, areas of need and next steps are identified for all children to ensure good progress is made. In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practise. Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collected in each child’s online (Tapestry) or paper learning journey (Reception provision folders in Summer term). We regularly assess where the children are, using ‘Development Matters’ and then ensure our planning, adult interaction and learning environment; including continuous provision, support children to reach their next steps.

We include interventions for groups or individuals if and when necessary – focusing on building skills for the lowest 20%.

Children in EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our outdoor areas are used all year round and in most weather conditions. 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.


Health and self-care

We dedicate time focusing on health and self-care. We share a range of healthy snacks and learn about the importance of a healthy balanced lifestyle to maintain our own wellbeing. We promote the importance of exercise and a healthy sleep routine.

Cultural capital 

We build in a range of WOW moments into our curriculum to make learning exciting and build up children’s cultural capital:
Children are visited by a vast range of People Who Help Us, such community members including the police/ fire service and their vehicles. The children plant bulbs and seeds, watch them grow and eat their produce such as strawberries. Children see the lifecycle of animals first hand – e.g. Reception - butterflies, Nursery – frogs. We have visits from real animals – Zoo Lab.
All children take part in a Nativity performance with a real audience (peers and parents). Children participate in Forest school workshops and trips to local areas – e.g. Reception – Cherry Garth.

Superb Citizen

Children understand our SUPERB citizen characteristics and can talk about them. They receive shout out stickers and special stars for moving onto the Superb face. Children receive certificates in assembly – characteristics link to the Superb Citizen.

Parental involvement

To support our wider curriculum, we provide regular opportunities for parents and carers to come into school and work with their child, share their work and celebrate successes. We keep parents informed and we meet regularly with them 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 transition days, nursery or home visits, stay and play sessions, parent workshops, parent celebrations in school.  Parents are encouraged to complete an activity at home each week with their child linked to their work at school that week (Homework – Reception)

Transition to Year 1

We also support the transition into Key Stage 1 for both child and parents. We prepare children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of EYFS and the start of Year 1. Parents have the opportunity to meet with new teachers and visit their child’s new learning environment. These aim to support the transition for all.

IMPACT

We strive to ensure that

  • Children access a balanced and challenging curriculum.
  • Children are supported by adults that are well trained and passionate about providing the best education for every child.
  • Pupils feel happy and safe and enjoy coming to school.
  • Children make strong progress from their varied starting points.
  • Children reach the Early Learning Goals at the end of Reception
  • Children leave EYFS with a love of learning which inspires curiosity
  • Reception pupils develop knowledge and skills to ensure they are ready for Key Stage One.
  • Pupils develop physical, intellectually, emotionally and socially
  • Pupils have our school values embedded by the time they leave Reception, preparing them for their future
  • Pupils develop independence and demonstrate the characteristic of effective learning.
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