“Unlocking potential, inspiring success, celebrating diversity“
Here at Elmridge Primary School we follow the Early Years Foundation Stage Curriculum in Nursery and Reception. We have a skilled team of Early Years Teachers and Teaching Assistants who have a sound understanding of early child development with experience working with this age group. The team is also supported by our Head of School, Mrs Bolton.
From September 2021 Nursery and Reception follow the new EYFS Statutory Framework.
“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.”
Statutory framework for the early years foundation stage.
This framework sets out the educational programmes which must shape the activities and experiences for all children from birth to five years old in order to provide the best foundations for children to thrive. In addition to this there is the Non-Statutory Curriculum Guidance “Development Matters” which supports the delivery of the Framework. A link to this document can be found below.
Learning and development
The framework includes seven areas of learning that are equally important and inter-connected. Three areas are particularly important for sparking an enthusiasm for learning and forming relationships.
The Prime Areas of Learning:-
Communication and Language
Personal, Social and Emotional Development
The prime areas are strengthened and applied through 4 Specific Areas of Learning:
Understanding the World
Expressive Arts and Design
Characteristics of Effective Teaching and Learning
In addition to addressing all seven Areas of Learning our curriculum is designed to promote the Characteristics of Effective Learning. These characteristics describe how the children will learn. These learning behaviours are particularly important in the EYFS because they build the foundations for children to be lifelong learners. The characteristics are:
We offer the children in Nursery and Reception a “hands-on” play based curriculum, both indoors and outdoors, throughout the day. Planning can be intentional, responsive or anticipatory. It is flexible and can change in response to children’s ideas and interests. Planning may also be linked to events in the community or around the world.
“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 by taking part in play which is guided by adults.”
Statutory framework for the early years foundation stage
In addition to the activities planned by the adults, the children are offered plenty of opportunities to direct their own learning and staff are skilled in observing the children and recognising opportunities to support and extend children’s ideas.
All children starting Reception from September 2021 will take part in the Reception Baseline Assessment. Please see the information for parents document produced by the DfE below to explain the process.
At the end of the Reception Year children will be assessed for the EYFS Profile. Each of the seven areas will be further broken down into the following categories.
|Communication and Language
|Listening, Attention and UnderstandingSpeaking
|Personal, Social and Emotional
|Self RegulationManaging SelfBuilding Relationships
|Gross MotorFine Motor
|Understanding the World
|Past and PresentPeople, Culture and CommunitiesThe Natural World
|Expressive Arts and Design
|Creating with MaterialsBeing Imaginative and Expressive
Pupils are assessed against the 17 Early Learning Goals, indicating whether they are meeting expected levels of development, or if they are not yet reaching expected levels (“emerging”). The Profile reflects ongoing observations, practitioners’ knowledge and discussions with parents and carers.
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