Early Years Foundation Stage (EYFS)

Early Years

Children in our Nursery and Reception classes will follow the Early Years Foundation Stage Curriculum. For detailed information about our Early Years curriculum provision please look at the Early Years Framework and our Early Years Curriculum Statement

Early Years Foundation Stage

Our Vision:

To provide a safe, nurturing and stimulating learning environment. We believe that the experiences children have at the very start of their school life are important in ensuring that they grow up as independent, resilient and self-motivated learners for life.

To ensure that every ‘child can thrive’ by recognising and valuing children’s strengths, talents and individual interests. We place an emphasis on speech, language and communication, ensuring that every child achieves and reaches their potential.    

To provide an excellent and enjoyable education where each child is valued & enabled to achieve the highest possible outcomes. The children are provided with an inspiring early years classroom and outdoor environment to facilitate learning.

To provide children with the skills and knowledge for the next stage of their learning journey and into adulthood.

Intent:

We aim to give all the children in our Early Years unit an exciting, challenging and meaningful start to their learning journey with us. We plan children’s learning experiences in accordance with the Early Years Foundation Stage (EYFS) curriculum guidance and principles. The EYFS is made up of seven areas of learning that are inter-connected. The three prime areas are Communication and Language, Physical Development, and Personal, Social and Emotional Development. There are also four specific areas, through which the three prime areas are strengthened and applied. These are Literacy, Mathematics, Understanding of the World, and Expressive Arts and Design. All these areas support the children in progressing towards attaining the government’s statutory end of year Early Learning Goals. 

We strive to provide a creative, discovery and play based curriculum which takes in to account the children’s existing skills, knowledge and interests. Children are encouraged and enabled to make choices about their own learning both indoors and outdoors. Through the learning opportunities and environments, we provide, our children become active learners who develop strong enquiry and practical skills as well as becoming personally and socially confident individuals who enjoy learning.

We acknowledge that to be successful in the next journey of their schooling and into adulthood, the best outcomes for children’s learning occur where most of the activity within the child’s day is a mixture of Child-initiated play, actively supported by adults and focused learning, with adults guiding the learning through playful, rich experiential activities.  Our Early Years team ensure that every individual has their needs met over their initial year at school, building knowledge and skills needed to continue learning as they enter Key Stage One.

We ensure that ‘Every child thrives’, following the principles that very child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. We know that children develop and learn at different rates.  We use our extensive knowledge and expertise to ensure that the curriculum meets the individual needs, interests, and development of each child, this includes children with special educational needs and disabilities (SEND). Early identification of a special educational need or disability is crucial. The Early Years Team work closely with all stakeholders involved in children’s development. This includes parents and carers, school and trust staff, academy councillors and external providers to help meet the needs of our learners. 

Alongside this we place great emphasis on children’s emotional wellbeing. Through adults’ daily interactions with the children and by developing key relationships, we promote positive growth mindset, including children’s self-confidence, self-assurance and responsibility.

Our curriculum  provides children with, and develops, their knowledge, skills and understanding needed for them to develop into informed, happy and well-rounded citizens, equipped for the years ahead, in primary and beyond.

As a school we have designed a curriculum that runs alongside the seven areas of learning.  We have looked at what it is like to be a child in our early years classroom and designed a curriculum specific to the children, their families and the community with which they live. Thus, providing children with the knowledge and Cultural Capital they need to succeed in life.

Our Curriculum Intent supports the learning and development of the cohort of children.

The Bluecoat Primary Academy is a one form entry school of up to thirty children. Children come into the school with a range of early years experiences and from several pre-school settings, including our own nursery which takes children from 2 years upwards. 

As a result of the Covid-19 Pandemic, we have observed that the children are requiring extra support to develop their prime areas in personal, social and emotional development, physical development and communication. Key aspects identified are in developing children’s independence skills and their self-confidence and resilience.  We have observed the need to model and support social and communication interactions, as well as implementing interventions for listening and attention. Due to some limited opportunities in recent months to access opportunities to develop physical skills, there are some children requiring extra support to develop both their gross and fine motor skills. We are seeing this particularly in fine motor development and the manipulation of tools and writing implements.

As the children progress through the year our curriculum will be adjusted to meet their developmental needs and experiences.

The curriculum in EYFS, Key Stage 1 and Key Stage 2 includes different areas of learning and focuses on key skills and essentials for learning and life through the termly theme. The themes are carefully planned to draw on and develop children’s own line of interest.

Implementation:

We provide a welcoming calming and engaging environment, both indoors and outdoors. Learning spaces  are bright and spacious with different areas for the children to explore and develop their knowledge and skills. A wide range of activities are offered each day including construction, small world, sand, water, creative arts, role play, mark making, stories and reading, dance, music, drama and technology. The children have access to a range of age-appropriate technology resources and software.

Our outdoor learning environment provides space for the children to be active, which helps to develop their co-ordination, balance and movement. The children can access a range of activities which encourages the development of fine and gross motor skills. We help the children to understand the importance of physical activity and a healthy lifestyle, including oral healthcare.

The children are provided with many varied experiences which develop and challenge their understanding about the world around them, such as observing mini beasts in their natural habitats, building dens, performing stories and poems, creating 3D structures and baking.

To further enhance learning, we welcome visitors into school to build on future aspirations such as careers in the wider world. These experiences and opportunities inspire the children to ask questions and talk about life beyond the classroom, with visitors such as: health professionals; authors and sports people.

Impact:

On entry to Reception the early years teacher spends time with the children, interacting and engaging, using their skills and knowledge to really get to know the children. As well as understanding where the children are developmentally, they also gain knowledge on the children’s likes, interests and areas where they show less interest. From these observations, the teacher plans a challenging and enjoyable experience for each child in all areas of learning and development. 

These observations also ensure an accurate baseline on the Trusts detailed checkpoint assessment document. Having a detailed knowledge of each child’s starting points ensures the early years teacher implements provision to meet the needs of those children who are not at the expected level of development. This is alongside the Governments Reception Baseline Assessment that is completed within six weeks of all children starting school.

In line with the new early year’s framework, ongoing formative assessments are embedded as an integral part of the learning and development process. The early years teacher’s knowledge of the children’s level of achievement and interests’ shapes teaching and learning experiences for each child reflecting that knowledge.  Key assessments are made at certain points over the year to establish those who are on track and those who are not.  For those children not on track formative next steps assessments of children are used to inform planning, set targets and aid early identification of any special educational need. Where children move on quickly, the early years teacher’s emphasis is on deepening their learning rather than introducing new skills or concepts.  

At the end of reception, the early years teacher makes a holistic, best-fit judgement about each child’s development, and their readiness for year 1. When forming a judgement about whether an individual child is at the expected level of development, the early years teacher draws on their knowledge of each individual child and their own expert professional judgement. This is the assessment of a child’s individual level of development in relation to each of the Early Learning Goals.

Early years staff meet regularly to discuss children and to moderate judgements. The school takes part in the Trusts moderation events for early years. These are held termly over the year, alongside opportunities to take part in early years team meetings and training.