This policy describes our intention when teaching in the Early Years Foundation Stage (EYFS) and documents how we implement this curriculum through our teaching of communication and language, physical development, personal, social and emotional development, literacy, mathematics, understanding the world and expressive arts and design. The policy is defined by current national guidance on best practice, professional judgement, staff discussion and the unique needs and context of our school.
2. EYFS Curriculum Intent
At Carleton Endowed CE Primary, the Early Years Foundation Stage curriculum delivery is designed to recognise children’s prior learning, provide first hand learning experiencing, whilst allowing children to build resilience and become independent, creative, critical thinkers. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community.
Our ethos is to support children’s personal, social and emotional development so that they feel safe and secure and are ready to learn, and work with children to develop new vocabulary and language skills. We believe that the first experiences of school should be happy and positive, enabling children to develop a lifelong love of learning. This ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values.
Community involvement is an essential part of our curriculum as we celebrate local traditions and learn new skills to enable children to take an active role in events throughout the year. Children leave Reception with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
We endeavor to work in close partnership with parents to encourage independent, happy learners who thrive in school and reach their full potential.
3. EYFS Curriculum Implementation
We follow the EYFS curriculum and adapt when necessary to meet the needs of our children. All of the seven areas of learning and development are important and inter-connected.
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
- Understanding the World
- Expressive Arts and Design
Achievement of these prime and specific areas of learning is seen through the Characteristics of Effective Learning
- Playing and Exploring
- Active Learning
- Creating and Thinking Critically
Through these areas of learning, we provide topics with no limits or barriers, that excite and engage children, building on own interests and developing their experiences of the world around them. These topics build on the knowledge, understanding and skills of all children, whatever their starting points. Topics are enhanced with educational visits and visitors on a termly basis to provide children with first hand experiences.
We use a combination of adult-led and child-initiated experiences and teach the children individually, in small groups and as a whole class. These learning opportunities are planned to provide a broad and balanced curriculum that meets the needs of all children, and provides them with the knowledge and skills for their next stage of learning.
A vital aspect in the development of essential knowledge and skills is the use of continuous provision. Our learning environment, both indoors and out enriches and enhances the curriculum on offer. This means that children are using and developing skills throughout the year on a daily/weekly basis. These skills include independence, innovation, creativity, enquiry and problem solving. children have opportunities to work independently, collaboratively with their friends and work with a member of staff.
We recognise the importance of high-quality interactions between adults and children in the classroom through quality conversation, language/vocabulary modelling, questioning and clarification. This impacts greatly on the progress of all children.
Careful assessment is undertaken through observations which are recorded into Learning Journeys. Children, parents/carers and staff input into these over the year and they are shared with parents/carers.
Parents and carers are valued as first educators and every effort is made to inform them of the EYFS curriculum whilst providing them with the tools to continue learning at home. Strategies to include and inform parents/carers include pre-school visits, induction meeting, phonics workshop, parent consultation sessions, reading record books, Mother’s day/Father’s day sessions, Good Work Assembly, Curriculum Plans, parents observation slips, newsletter, and Dojo system.
4. EYFS Curriculum Impact
We endeavor to ensure that all children achieve their maximum potential regarding their attainment in the EYFS and make good progress from their starting points. The impact of our curriculum is measured by assessment against all seventeen ‘Early Learning Goals’ and the percentage of children who achieve their ‘Good Level of Development’.
The impact of our curriculum will also be measured by how effectively it helps our children develop into well rounded individuals who have the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens. We endeavor for children to be Year One ready and have our
school’s core values rooted by the time they leave Reception. These are: Friendship, Endurance, Trust, Thankfulness and Peace.
‘Intimate care’ is any care which involves washing, wiping or carrying out an invasive procedure that most children are able to carry out themselves. However, depending on a child’s ag and stage of development, they may require some support, for example dressing, wiping their bottom after the toilet and cleaning and changing following a toileting accident.
Every child has the right to privacy, dignity and a professional approach from all staff when meeting their needs and it is important that staff work in partnership with parents to give the right support to an individual child. In special circumstances a child may need to wear a nappy which will be changed regularly on a daily basis.
All children are allocated a ‘Key person’ who is a named member of staff with responsibilities to help children feel safe and cared for. Key practitioners also build good relationships with parents.
Cameras and mobile phones
Photographs will be taken of all EYFS children in order to gather evidence for individual Learning Journeys and during lessons to evidence activities. These will be taken on cameras or iPads after permission has been granted annually. Photographs may also be used around the classroom/school on displays and on Class Dojo.
Reviewed: Autumn 2019
To be reviewed on: Autumn 2021