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Early Years Foundation Stage

"Children's progress in the Reception Year is good because a very creative approach is taken to providing them with tasks to extend and consolidate their learning".

February 2016, Ofsted

 

Our EYFS Leader is Sam Squires.

EARLY YEARS FOUNDATION STAGE

We are explorers. We are problem solvers. We are learners.

Principles and aims

  • Early years’ experience should build on what children already know and can do, build their core knowledge and prepare them for future learning.
  • For our children to have rich and stimulating experiences, the learning environment should be well planned and well organised.
  • Well planned, purposeful activity and appropriate intervention by practitioners will engage children in the learning process.
  • There should be opportunities for children to engage in activities planned across the curriculum, both indoor and outdoor. Some of these are planned by adults and some children plan or initiate for themselves. 
  • Practitioners must be able to observe and respond appropriately to pupils, informed by their knowledge of how children develop and learn.
  • All children should feel included, valued and secure.
  • Parents/carers and practitioners should work together to complement the children’s experiences and develop their learning.

 

Admissions

We admit pupils in September in the academic year that they turn five. Parent/carers are invited to attend a welcome meeting where information regarding school life and their children’s first weeks in Reception will be set out in detail. New entrants are visited in their nursery setting and, are invited to visit before their start date.

 

Planning and teaching

The planning and teaching follows the guidance from the DfES to meet the requirements of the Early Years Foundation Stage framework. Differentiation and adult support will be set out on the weekly plans and used to support pupils. The direct teaching of English and mathematics are part of the daily routine and involve direct teaching. 

 

EYFS Curriculum

The curriculum covers seven areas of learning and experience. This is divided in to three prime and four specific areas of learning. 

 

The prime areas are:

  • Communication and language – focusing on talking, listening, understanding and developing pupils’ confidence and skill in expressing themselves.
  • Physical development - physical control and co-ordination, mobility, awareness of space and manipulative skills in both indoor and outdoor environments and establishing positive attitudes towards a healthy and active way of life. 
  • Personal and social development - learning how to manage their feelings, develop respect for others, learning to work, play, and co-operate with others and develop confidence in their own abilities.

 

The specific areas are:

  • Literacy – encompassing the teaching and application of phonics as well as encouraging pupils to become independent readers and writers. 
  • Mathematics – providing opportunities for pupils to improve their skills in counting numbers, simple addition and subtraction calculations, describing shapes and measures, with a focus on practical mathematics. 
  • Understanding the world - finding out about the world around them, technology, communities and features of the natural and man-made world. These become a foundation for history, geography, technology, science. 
  • Expressive arts and design - development of imagination and the ability to communicate and to express themselves and their feelings in a range of creative ways.

 

The characteristics of effective learning are:

  • playing and exploring
  • active learning
  • creating and thinking critically

 

Our curriculum is planned through a series of themes and topics, which build on children’s interests and which offer experiences in all seven areas. Children are taught and encouraged to experience all areas of activity during the week, although they may not experience them each day. While the teaching experiences and activities are planned and monitored by the teaching staff, children have the opportunity to develop these activities in their own way and also to direct their own learning. Children make use of our extensive outdoor areas as part of their structured and informal play.

 

Speech, language and communication at Peartree

We place a strong emphasis upon speech, language and communication (see English section of this policy), drawing upon advice from the Royal College of Speech and Language Therapy (www.rcslt.org).

  • Speech – saying sounds accurately and I the right places in words. It also relates to speaking fluently, without hesitation, prolonging or repeating words or sounds. It also means speaking with expression in a clear voice using, pitch, volume and intonation to add meaning.
  • Language – understanding and making sense of what people say. It also includes using words to build up sentences which are used in longer stretches of spoken language and to build conversations. This skill involves putting information in the right order to make sense.
  • Communication – how we interact with others; being able to talk to people and take turns as well as change and take turns as well as change language to suit the situation. It includes non-verbal communication, for example eye contact, gestures and facial expressions. Communication also relates to being able to consider another person’s perspective, intentions and the wider context.

Peartree Long Term Curriculum Map for Reception

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