Overview
From September 2021, as a school, we are following the new Development Matters Curriculum which has now become statutory for all schools across England from September. As a school and with Mrs Sidebottom as EYFS lead, we will continue to build on the amazing work from children's previous learning and ensure that each child reaches their potential
Our Curriculum is divided into 7 main areas of learning. Each area is divided into sub-sections. The curriculum takes pupils in EYFS from birth to 5 years old, working towards the Early Learning Goals. All the areas of learning are important and are inter-connected. They work alongside the characteristics of learning.
Our curriculum underpins all future learning by supporting the children’s personal, social and emotional wellbeing. It encourages positive attitudes and dispositions towards learning and promotes learning through play.
We incorporate child-initiated learning through Play. Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and participating in play which is guided by adults.
Practitioners within our setting will decide what the children need to learn, following our Newly Adopted Summer Lane Curriculum document, then deciding the most effective ways to teach it either through direct teaching, group work or enhancing the provision. We stimulate children’s interests, responding to each child’s emerging needs and guiding their development through positive interactions, alongside securing routines for play and learning
When children move into our reception year, play within the provision continues to take place. However, there is an increasing focus on more formal group and whole class teaching of the essential skills and knowledge in the specific areas of learning alongside this. Our provision supports each child's needs and enhancements ensure that all areas of the curriculum are covered during the year. Our Continuous provision document ensures the provision is resourced appropriately according to the needs of our pupils and building on from the skills children come into our school with.
Our curriculum is ambitious for all pupils, including those children with SEND. Curriculum designers and teachers have high expectations of what SEND pupils can achieve and the curriculum is not diluted or unnecessarily reduced for SEND pupils. Every pupil is different and so what works for each pupil varies. Pupil’s individual needs are considered and adaptations are planned to ensure the success of pupils in all subjects.
Four Guiding Principles
There are 4 guiding principles in the Early Years, which shape the Practice in an Early Years setting.
Every child is unique, they are constantly learning, they can be resilient, capable, confident and self-assured.
Children can be strong and independent through positive relationships
Children learn and develop well in enabling environments with teaching and support from adults, who respond their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents/carers.
The importance of learning and development. Children develop at different paces
FS2 Areas of Learning
The EYFS Curriculum is divided into Prime and Specific areas.
Prime Areas
During a child's time in FS2, the main priorities are the prime areas, then literacy and mathematics. As they enter reception, pupils continue their journey in these areas building upon previous skills and working towards the Early Learning Goals.
Communication and Language (Listening and attention and Speaking)
Physical Development (Fine and gross motor skills)
Personal, social and Emotional Development (Managing self, self-regulation and building relationships)
Three Characteristic of Effective Learning
Three characteristics of effective teaching and learning 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
Children are taught to read through The Read, Write, Inc Phonics Programme
Synthetic phonics has been proven to be the most effective approach to developing early reading proficiency and at Summer Lane, we believe this is the best way to introduce children to the joy of reading.
We have supported the private pre-school setting to deliver daily phonics sessions in FS1, with a focus on listening games and distinguishing between sounds. We understand that these skills are vital and should continue to be developed throughout KS1 and KS2. This skill develops children’s abilities to listen to, make, explore and talk about sounds.
As we receive these children in FS2, we cover Phase 2, 3 and 4 phonics. At the end of their time in foundation stage, children should be able to read and understand simple sentences which include the sounds they have been taught.
Our reading book system is matched to the phonic development of the children and so children can use their phonic skills to practise reading.
Ongoing assessments play an important in the shaping of learning to meet the needs of all pupils. Through observations, practitioners develop a clear understanding of a child’s achievements and next steps in learning.
Observations are recorded on Seesaw and linked to the characteristics of learning and the appropriate objectives in each area.
At Summer Lane Primary, we use targeted planning to ensure pupils are moved forward in their learning through observing and supporting play using scaffolding and questioning.
Early years Profile
Each child’s level of development must be assessed against the early learning goals at the end of the year. Practitioners must indicate whether children are meeting expected levels of development, or if they are not yet reaching expected levels (‘emerging’) in each area of the Curriculum.
Upon moving into Year 1, teachers are given a copy of the Profile report to support a child’s next step in learning. They will also discuss the characteristics of learning.
Example of ELG in 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.
Reception Baseline Assessment
The Reception Baseline Assessment (RBA) is a short assessment, taken in the first six weeks in which a child starts reception.
It is based on mathematics and language, communication and literacy.
It will be used by the government to measure progress from Reception to Year 6.
Building Positive Relationships with Parents & Carers
Working as a team to support your child is extremely important for your child's progress and development. We really value each of you and want to ensure that we have positive relationships, through effective communication, listening to your concerns and valuing your views. We will work together to solve any issues and involve you in your child's learning journey as much as possible.
Credits:
Created with images by Wokandapix - "blocks letters alphabet" • monticellllo - "Composition with books on the table" • stux - "colour oil chalk multicoloured"