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The Early Years Foundation Stage across The Albert Pye and Ravensmere Federation
Across our Federation of schools we are passionate about providing high quality, child centred early years’ education and our children consistently achieve results above National at the end of the Early Years Foundation Stage.
At the Albert Pye Primary School we have a purpose built Nursery, providing places for children in the term following their third birthday. We also have Reception class places for up to 40 children.
At Ravensmere Infant School we provide up to 20 places in the Reception class.
Our Vision for the Early Years Foundation Stage
In the Albert Pye and Ravensmere Federation of Schools we believe that young children are unique individuals who have the right to be motivated, independent and successful learners. We aim to achieve this through a balance of play based and adult directed, active learning, planning rich contexts that connect with children’s interests and supported by highly skilled adults who nurture and facilitate learning.
Key Principles and Values
As part of the Active Learning Trust we contribute to and maintain consistent principles and values across our Early Years Provision with a focus on the individual child, adults and learning environments.
Curriculum Intent in the EYFS
* to maintain our focus on the unique child and create respectful relationships with families, recognising that parents are their child’s first educator.
* to provide adults who value and nurture children's curiosity, creativity and desire to make sense of the world, giving time for their thoughts and ideas, and value to their work, their conversations and their feelings across the learning environments.
* to recognise and value children's capabilities so that they develop confidence, independence and self-esteem to challenge and extend their thinking and learning, enabling children to maximise their potential and achieve success.
* to provide a well- planned, motivating and versatile learning environment, indoors and outdoors, which supports children as active learners, provoking their interest and enabling depth of learning.
*to promote speech, language and communication opportunities to strengthen the ability to learn and articulate learning and thinking.
* to offer children a balance of child initiated and adult led provision that is relevant and challenging and which motivates and inspires.
* to offer children a wide range of learning experiences which acknowledge the diversity of learning styles and builds on their understanding and exploration of the world.
* to support the children in continuing to the next phase of their education with enthusiasm and confidence.
Curriculum Implementation of the EYFS
The EYFS long term plan is first and foremost the EYFS Statutory framework. The Framework sets out the Characteristics of Effective Learning (How children learn) and the 7 Areas of Learning (What children learn.)
Characteristics of Effective Learning
The characteristics of effective learning, how we learn, underpins the Early Years Foundation Stage across our federation The ways in which children engage with others and their environment – playing and exploring, active learning and creating and thinking critically – support the children to remain effective and motivated learners.
Playing and exploring, which is about finding out and exploring, playing with what they know and being willing to ‘have a go’.
Active Learning, which is about being involved and concentrating, persevering and enjoying achieving what they set out to do.
Creating and thinking critically, which is about having their own ideas, making links and choosing ways to do things.
To help children understand about how they can develop effective learning behaviours the adults actively encourage children to use ‘Super Learning Powers’ and model how to do this as they play and learn.
We make judgements about the child’s demonstration of these characteristics each term and use this information to support learning.
The 7 Areas of Learning
Communication and language development:
giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations
HOW: adults and children interact throughout the day as children engage in play and there are daily opportunities to talk, listen to and share stories and join in with rhymes and songs as well as weekly library and ‘Rhythm and rhyme’ sessions. Children in Reception make chatterboxes to share with their friends and school adults at the beginning of the year. 1 member of staff is ELKLAN trained and provides Speech and Language support across the EYFS.
providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food
HOW: Children spend a substantial amount of time outside every day. They build, balance and climb, ride on bikes, play games and run. They use the adventure trail and Nursery have a weekly Developmental Movement Play session. Inside they develop their fine motor skills using playdough, scissors and pencils, hammers, construction resources etc. They are encouraged to eat and drink healthily at snack time.
Reception children have a weekly P.E. session to focus on specific skills.
Personal, social and emotional development:
helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities
HOW: Sensitive and highly skilled adults and use of the ‘Key persons’ approach enables children to build positive relationships. Children have free access to a wide range of carefully selected resources which builds their independence and confidence. They are expected to take responsibility for tidying up and keeping the learning environment well maintained.
encouraging children to link sounds and letters (phonics) and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
· Group activities support children to develop their ability to rhyme, to hear sounds and experience a range of stories and books.
· Phase 1 Letters and Sounds sequence and approach used in Nursery and Phase 2,3 and 4 introduced in Reception including a daily discreet phonic session.
· High quality book area continuous provision in all rooms including selected core books used throughout the year to ensure depth of learning.
· Books used as enhancements throughout the learning environment.
· Initially children take story books home to share and then reading books based on their phonics. Guided reading sessions weekly for children in Reception when developmentally appropriate.
· High quality writing area continuous provision in all rooms with many different mark making materials such as pencils, crayons, felt tips, paints, chalks.
· Letter formation taught as part of phonics.
· In Reception all children work in a small group to develop their writing on a weekly basis
providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure
· Maths resources are available on a daily basis for children to access independently
· Continuous provision offers numerous opportunities to develop mathematical understanding – water play, sand, wooden block play, mud kitchen
· Numbers are used as labels in different areas of provision to indicate how many items there should be.
· Maths rhymes and songs
· In Reception, daily maths adult led session and maths used throughout routines e.g. counting the number of children present, selecting the day, date and month for the calendar.
Understanding the world:
guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment
HOW: Through a well planned environment inside and outside that provides a wide range of experiences and opportunities. Across the year children are involved in gardening, cooking and woodworking. They go on visits in the local area and visitors are invited into the classroom. They have access to a range of technology including the interactive screens.
Expressive arts and design:
enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology
HOW: Through well planned continuous provision which includes painting, pattern making, modelling, music making and role play. Children are also taught the skills needed such as close observational drawing, colour mixing, making music and dance.
A balance of child-initiated learning through play and adult directed learning is central to our practice because we know that children learn best through actively engaging with the world around them, exploring and participating in challenging experiences and when their levels of wellbeing and involvement are high. We are committed to providing high quality learning environments across the federation to support this.
Our learning environment is organised into areas of planned continuous provision, providing the children with opportunities for child initiated learning both indoors and outdoors. Continuous provision plans highlight ongoing learning opportunities with reference to:
Intended learning outcomes
Organisation and resources
The role of the adult
Our planning is child centered, driven by individual needs and identified next steps. We deliver a broad and balanced curriculum across the year, based on the observations of children’s play and what their interests are. This appears in the weekly enhancements to the continuous provision, as well as in the adult-led focus and group-time work.
Medium Term planning is used to ensure a balance of provision and also respond to children’s interests. Through tracking of progress of individual children and the cohort, areas for development are highlighted and planned for. Opportunities for parents to be involved in their child’s learning are also identified to ensure regular opportunities and a variety of ways to be involved throughout the year.
Role of the Key Person in the Albert Pye and Ravensmere Federation
It is a legal requirement for each child in the EYFS to have a key person. Babies and very young children who receive responsive care and attention from their main carer will develop a good attachment and relationship to that carer. As they grow older this will enable them to form successful relationships with others. By the time most children reach Nursery and Reception class age they will have developed a strong attachment to a parent and are able to cope with shared attention from a few adults. With this in mind all the children are designated a key person in Nursery, enabling the children to initially build a trusting relationship with a particular member of the staff team who will help to settle the child, make observations, feed interests and next steps into planning and discuss progress with the class teacher. All staff in Nursery work very closely together to ensure the children are supported appropriately and make progress throughout their time in Nursery in building relationships with a small number of known adults. In Reception, the class teacher is the designated key person supported by the teaching assistant who may have a small number of key children who need support in developing good attachment and relationships or who have formed a trusting working relationship with that child.
We use the Early Excellence Assessment Tracker (EExAT) to record the children's knowledge, skills and learning behaviours. The statements within EExAT consist of six-monthly milestones that reflect an 'age-related expectation' (what is typical for a child of that age). The assessments recognise the importance of measuring a child against what is typical for their chronological age, values how children learn and reflects the importance of a child's wellbeing and involvement.
Using observational assessment recorded in individual children’s special books, a rich picture of each child is built up over time across the seven areas of learning and development and we use the information to plan their next steps and inform our practice and provision. Each child is assessed as they approach their six monthly milestone and just prior to the end of an assessment window (Dec 31st, April 31st, end of July)
In addition Reception children are assessed against the national standard for a Good Level of Development (reaching the expected standard in Personal, Social & Emotional development, Communication & Language, Physical Development, Maths, Literacy). This information is shared with the Year 1 teachers so that they can prepare relevant and appropriate strategies and experiences when the children move out of Reception.
The EYFS co-ordinator ensures quality and consistency of provision through regular informal monitoring visits, special book scrutinies and EYFS moderation both in house, across the ALT hub of schools and at county level.