EYFS – Early Years Foundation Stage

The Early Years Foundation Stage (EYFS)

The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of your child from birth to 5 years old. The Early Years Foundation Stage is split into 7 areas of learning.

The 3 Prime areas are: communication and language, physical development and personal, social and emotional development.

The 4 Specific areas are: literacy, mathematics, understanding the world and expressive arts and design.

Each area has a prescribed statutory educational programme that we implement by involving the children in a range of activities and providing experiences that facilitate learning. These we choose to fit with the stage and not age of a child, the background and interests of the children as well as local, national and international events (e.g. Diwali). Play is at the heart of all teaching in the EYFS.

We teach the children not only content but also how to learn. These skills are called The Characteristics of Effective Learning, and include: playing and exploring, active learning and creating and thinking critically.

By the end of the EYFS, the children are assessed against the Early Learning Goals (ELGs) to ascertain whether or not they are ready to access the KS1 curriculum. Children have achieved a Good Level of Development (GLD) if they have achieved the ELG in each of the 3 prime areas and the 2 specific areas Literacy and Mathematics.

HCCPA EYFS Curriculum Intent

Our intent is to offer an exciting and broad curriculum, full of memorable experiences that will instil children with a real love of learning and lay the foundations for children’s future success within education. Our curriculum will provide children with the knowledge, skills and understanding they need to be confident, curious, and independent learners who are ready to succeed in an ever-changing world. It is our intent that all children develop physically, verbally, cognitively, and emotionally, and socially creating positive relationships with both staff and peers in an environment which values all cultures, communities and people.

We understand that play is an integral part of learning and this is at the heart of our early years curriculum along with quality interactions with staff and peers. We believe that the correct mix of adult directed, and uninterrupted child-initiated play, within a stimulating environment, ensures the best outcomes for pupils. We will personalise and tailor our curriculum with well-planned learning opportunities to ensure all children reach their full potential and be the best that they can be. The development of children’s spoken language, understanding of a wide range of vocabulary and reading underpins our whole curriculum. We intend for our children to take risks, be willing to try new things, persevere when faced with challenges and believe in themselves.

HCCPA curriculum delivery

Our curriculum is based around a range of ‘I wonder?’ questions to encourage curiosity but also to allow flexibility to follow the needs and interests of the children and any child appropriate current affairs. We use a range of key texts as vehicles for learning and teach children new vocabulary linked to these texts along with key vocabulary linked to the ‘I wonder’ themes and concepts taught, for example in mathematics.

The Pre-school follow the curriculum using a curiosity approach through their love of exploring, investigating and experimenting. In pre-school the ‘I wonder’ themes are based around different books / stories broadening the children’s vocabulary and learning. Weekly planning and teaching in the Pre-school is followed by ‘in the moment planning’ where needs and interests of each individual child are met It is important to us that the children learn through their play and interest, whilst having fun.

Children have the opportunity to engage in a range of speaking and listening activities daily to support their development of using and understanding language. Children have access to a variety of resources to support early mark making which prepares children for reading, writing and phonics teaching in reception. In addition, there are also daily opportunities for counting and exploring mathematical concepts.

Children in reception have daily phonics sessions following the Little Wandle phonics scheme and daily maths sessions using White Rose and Numberblocks resources. There is also discrete teaching of skills and knowledge linked to the other areas of learning e.g. learning about our natural world by talking about seasons, finding out about different cultures and traditions such as Chinese New Year and learning skills such as cutting and joining materials for expressive arts and design.

Children’s physical development is one of our key focusses. Each day EYFS children run round our daily mile track and have access to a range of resources and equipment in the outside area to promote physical skills such as climbing frames, balance beams and a range of balls.

Children in reception have two PE sessions a week. One of which is with the class teacher concentrating on fundamental movement skills and the other is taught by a sports specialist which is either dance or multi skills focussed.

At HCCPA we have created an early years village where children free flow between the indoor and outdoor classrooms. This allows children in both reception classes and pre-school to work and play together. Our aim is to develop a seamless Foundation Stage experience for children, families and practitioners.

Tapestry

An effective partnership with parents/carers is key. Tapestry is an online learning journey we use to inform parents of their children’s achievements, learning and next steps. This can be in the form of observations, photos and/or videos. Parents/carers are encouraged to make comments but also to upload their own observations to share children’s learning outside of school.

Tapestry is also used as one of our assessment tools to monitor children’s progress towards the Early Learning Goals.

Children with additional needs

The EYFS curriculum has been created so that it is accessible to all but is flexible to ensure every child can achieve their full potential. Before children start at HCCPA staff have discussions with parents/carers and other practitioners that have worked with the child to establish their starting points. Upon starting at HCCPA, staff complete baseline assessments so learning can be tailored to children’s individual next steps. Staff use a range of visual aids in the classroom and Makaton signs for children who struggle to communicate effectively. Children who are at risk of falling behind are quickly identified and interventions are planned to close any gaps. If a child’s learning or development continues to still be a cause for concern this will be discussed with parents/carers and the Special Educational Needs Coordinator (SENCO) in order to create an individual needs plan.