EYFS Curriculum

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Introduction

The Early Years Foundation Stage (EYFS) applies to the learning and development of all children from birth to the end of the Reception Year.

Early childhood is the foundation on which children build the rest of their lives. It is not just a preparation for the next stage but is vitally important in itself.

Learning for children is a rewarding and enjoyable experience in which they explore, investigate, discover, create, practice, rehearse, repeat, revise and consolidate their developing knowledge, skills, understanding and attitudes. During the Foundation Stage, many of these aspects of learning are brought together effectively through playing and talking.

Aims

At Chaucer Primary School we aim to provide the highest quality care and education for all our children thereby giving them a strong foundation for their future learning. We create a safe and happy environment with motivating and enjoyable learning experiences that enable children to become confident and independent learners. We value the individual child and work alongside parents and carers to help every child reach their full potential. 

As outlined in the ‘Statutory Framework for Early Years Foundation Stage’:

‘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.’

Early Adopter Curriculum 2020

At Chaucer Primary we follow the EYFS Early Adopter framework (2020). Within this framework there are four guiding principles which shape our practice.

These are:

  1.   Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
  2.   Children learn to be strong and independent through positive relationships.
  3.   Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
  4.       Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).

EYFS learning and development requirements

Our curriculum encompasses seven areas of learning and development. All areas of learning and development are important and inter-connected.

Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships, and thriving.

These are called the prime areas:

  • communication and language
  • physical development
  • personal, social, and emotional development.

Four areas help children to strengthen and apply the prime areas.

These are called the specific areas:

  • literacy
  • mathematics understanding the world
  • expressive arts and design

Throughout their time in the Reception Year our children partake in an ambitious curriculum which is designed in a sequential way to ensure progress towards the end of reception goals. These goals are defined as Early Learning Goals (ELGs) The descriptors for these can be found in the appendix.

As previously outlined our curriculum incorporates learning through play, learning by adults modelling, by observing each other and through guided learning and direct teaching. It is also important to highlight that our plans are flexible to allow us to respond quickly to children’s new interests and/or needs.

Weaving throughout the EYFS curriculum at Chaucer Primary School are three Characteristics of Effective Learning.

  •       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

These elements underpin how we reflect on each child’s development and adjust our practice accordingly. Supporting children in their individual learning behaviour and observing the context of children’s play is essential.

‘What children learn is important, but how children learn is even more important if they are to become learners in today’s society.’

Helen Moylett

The Early Learning Goal Descriptors

Communication and Language

ELG: Listening, Attention and Understanding

– Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

– Make comments about what they have heard and ask questions to clarify their understanding.

– Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

ELG: Speaking

– Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

– Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes, and poems when appropriate.

-Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Personal, Social and Emotional Development

ELG: Self-Regulation

– Show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly.

– Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

– Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

ELG: Managing Self

– Be confident to try new activities and show independence, resilience, and perseverance in the face of challenge.

– Explain the reasons for rules, know right from wrong and try to behave accordingly.

– Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices.

ELG: Building Relationships

– Work and play cooperatively and take turns with others.

– Form positive attachments to adults and friendships with peers.

– Show sensitivity to their own and to others’ needs.

Physical Development

ELG: Gross Motor Skills

– Negotiate space and obstacles safely, with consideration for themselves and others.

– Demonstrate strength, balance and coordination when playing; Move energetically, such as running, jumping, dancing, hopping, skipping, and climbing.

ELG: Fine Motor Skills

Children at the expected level of development will:

– Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.

– Use a range of small tools, including scissors, paint brushes and cutlery.

– Begin to show accuracy and care when drawing.

Literacy

ELG: Comprehension

– Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

– Anticipate – where appropriate – key events in stories.

– Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes, and poems and during role-play.

ELG: Word Reading

– Say a sound for each letter in the alphabet and at least 10 digraphs.

– Read words consistent with their phonic knowledge by sound-blending.

– Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

ELG: Writing

– Write recognisable letters, most of which are correctly formed.

– Spell words by identifying sounds in them and representing the sounds with a letter or letters.

– Write simple phrases and sentences that can be read by others.

Mathematics

ELG: Number

– Have a deep understanding of number to 10, including the composition of each number.

– Subitise (recognise quantities without counting) up to 5.

– Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

ELG: Numerical Patterns

– Verbally count beyond 20, recognising the pattern of the counting system.

– Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

– Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Understanding the World

ELG: Past and Present

– Talk about the lives of the people around them and their roles in society.

– Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.

– Understand the past through settings, characters and events encountered in books read in class and storytelling.

ELG: People, Culture and Communities

– Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.

– Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

– Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and –when appropriate – maps.

ELG: The Natural World

– Explore the natural world around them, making observations and drawing pictures of animals and plants.

– Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.

– Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Expressive Arts and Design

ELG: Creating with Materials

– Safely use and explore a variety of materials, tools, and techniques, experimenting with colour, design, texture, form and function.

– Share their creations, explaining the process they have used.

– Make use of props and materials when role playing characters in narratives and stories.

ELG: Being Imaginative and Expressive

– Invent, adapt, and recount narratives and stories with peers and their teacher.

– Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems, and stories with others, and – when appropriate – try to move in time with music.

OBSERVATIONS AND ASSESSMENT

As part of our daily practice we observe and assess children’s development and learning to inform our future plans. We record our observations in a variety of ways and everyone in class is encouraged to contribute.

Observations of children’s achievements are collated in their literacy and maths books alongside group learning Floorbooks.  Children’s ‘Next Steps in Learning’ are made through observations enabling practionaries working alongside the children more able to move learning on and to challenge their critical thinking skills and understanding.

These ongoing observations are used to inform the EYFS Profile/Birth to five matters checkpoints. The children’s progress is reviewed continually. Throughout their time in Reception, parents/carers are welcomed in to share their children’s learning; both informally through our ‘open door’ policy and more formally during parent/teacher consultations. 

At the end of the year the EYFS profile provides a summary of every child’s development and learning achievements including whether they have reached a ‘Good Level of Development’ (GLD). Children are assessed against the Early Learning Goals (ELG) by the class teacher – who uses the exemplification documents, and their knowledge of the children to make a ‘best fit’ judgment.

 The children are assessed as achieving as expected or emerging.  

Teachers are moderated by Lancashire County Council.

This profile data is the statutory data that is sent to the Local Authority and used to help schools benchmark and identify improvements.

SAFETY INCLUDING SAFEGUARDING AND WELFARE REQUIREMENTS

 The safety and welfare of our children is paramount at Chaucer Primary School.  We have robust policies and procedures in place to ensure their safety. 

In Reception we provide a safe and secure environment and provide a curriculum which teaches children how to take risks, follow rules and stay safe.  We comply with the welfare requirements set out in the Statutory Framework for Early Years Foundation Stage and understand that we must:

  •       Promote the welfare of all children;
  •       Promote good health;
  •       Manage behaviour effectively and appropriately;
  •       Ensure all adults working with children are suitable to do so;
  •       Ensure that the environment is safe and all equipment and furniture is fit for purpose;
  •       Ensure all children have a challenging and enjoyable learning experience.

We promote the good health of the children in our care in numerous ways, including the provision of nutritious fruit snacks, access to water throughout the day, allocating significant time for physical development and following set procedures when children become ill or have an accident.  

Staff and visitors are prohibited from using their mobile phones in our classrooms, only the class iPads are used to photograph children (for observations and assessment purposes) and children must be appropriately dressed in photographs.

Chaucer Primary School has robust systems in place to ensure that all practitioners who have regular contact with children are suitable for their role.

The EYFS staff hold the Paediatric First aid qualification, which is a statutory requirement of the EYFS.

The Child Protection Policy is in place to ensure the safety of all stakeholders at Chaucer Primary School.  Backing up this policy is a dedicated safeguarding team which includes three Designated Safeguarding Leads.  Staff have access to the ‘Cpoms’ safeguarding system to log any concerns regarding any aspects of safeguarding and behaviour. All staff are vigilant in reporting concerns.

Inclusion

We value all our children as individuals, irrespective of their ethnicity, culture, religion, home language, background, ability or gender. We plan a curriculum that meet the needs of the individual child and support them at their own pace so that most of our children achieve and even exceed the Early Learning Goals. 

We work closely with the parents/carers of our high achieving children to ensure that their individual needs are met and their talents fostered. We ensure that these children are challenged appropriately to reach their full potential.

We strongly believe that early identification of children with additional needs is crucial in enabling us to give the child the support that they need and in doing so, work closely with parents/carers and outside agencies.  We have a designated full time Inclusion Leader in school who supports us with any additional needs a child may have.

THE ROLE OF PARENTS/CARERS  

We recognise the central importance of parents/carers as children’s first educators. We believe they have a significant role to play in the lifelong education of their child. We strive to create and maintain partnerships with parents/carers as we recognise that together, we can have a significant impact on a child’s learning. We welcome and actively encourage parents to participate confidently in their child’s education and care in numerous ways. 

  •       Holding information evenings before the children start school;
  •       Talking to them about their child’s interests and needs during our introductory sessions in school and at our home visits carried out each July;
  •       Being welcoming and approachable and having an open-door approach for parents to voice concerns/ask questions;
  •       Inviting them to a parent consultation in the Autumn and Summer Terms to discuss how their child has settled and share progress and next steps for learning;
  •       Valuing parents’ contributions to learning journeys;
  •       Inviting parents into school weekly for our ‘Come and Play sessions’ and termly for our ‘Come and Learn With Us’ afternoons;
  •       Encouraging parents to read with their child at home and make comments in their reading record books;
  •       Providing curriculum planning overviews for each topic, each term, highlighting how they can support their child at home;
  •       Inviting parents into school for ‘parent phonics’ sessions to demonstrate how we teach phonics and help them support their child;
  •       Welcoming parents as volunteers into our school;
  •       Providing parents with an annual mid-year report and an end of year summary report detailing achievements and their child’s EYFS profile;
  •       We also draw on our links with the community to enrich children’s experiences by taking them on outings and inviting members of the community into our setting to talk about their lives, work and experiences.

TRANSITIONS

Transitions are carefully planned for and significant time is given to ensure continuity of learning and care. At times of transition, we acknowledge the child’s needs and establish effective partnerships with those involved with the child and other settings.  Children attend a number of introductory sessions with their parents/carers.  Our Reception staff also visit the local nurseries and preschools in return, to familiarise themselves with the children.

Parents/carers are encouraged to take up the offer of a home visit (by the Reception class teacher and TA) or have the option to instead meet with Reception staff in school.  This is a valuable time to talk 1:1 with them and answer any concerns/queries they may have.

At the end of the EYFS, our Reception teacher meets with the Year 1 teacher to liaise with them and discuss the individual children and their specific needs. The children’s assessment data and writing books are sent with them to Year 1 so that their new teachers are able to plan for their ‘next steps in learning’ from the moment they enter their new class. Children spend a number of sessions towards the end of the school year in the Year 1 classroom OR with the Year 1 teacher to ensure that they are familiar and comfortable with their new teacher and are ‘next year ready’.

Monitoring of the EYFS

We are committed to providing the best possible experiences for our children. The EYFS Leader is responsible for monitoring provision, teaching and learning and children’s progress. Information is shared with the Headteacher and Reception team as appropriate and any necessary actions are taken.

All adults in the Reception team have a key role in children’s learning and development. Therefore, they are required to be knowledgeable and skilled in the EYFS curriculum. Any training needs for existing or new members of staff are identified and addressed as part of performance management targets.

Key Documents:

Reception CheckpointsReception Checkpoints

Nursery Checkpoints- Nursery Skills Progression

What to expect, when:  What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed (1)

Nursery- Parents Evening Update Sheet

Reception- Parents Evening Update Sheet - Reception

Intent, Implementation and Impact

EYFS- Intent, Implementation and ImpactEYFS Curriculum Intent, implementation and Impact.docx (2)

Phonics – Intent, Implementation and ImpactPhonics- Intent, implementation and Impact (1)