EYFS

The Curriculum 

The Early Years Foundation Stage Framework and The Early Years Development Matters are the basis of our Early Years curriculum and learning is planned through exciting half termly topics.

We Are Unique

We Are Detectives

We Are Explorers

We Are Problem Solvers

We Are Story Tellers

We Are Protectors

These broad topics encourage the children to ask questions and become engaged and motivated learners as we respond to their interests and build on their ideas, developing their curious natures and provoking the children to take the lead in their learning.

Our curriculum enhances the experiences and opportunities available to our pupils. We aim to provide:

• Weekly school nature area visits to do outdoor activities such as; observing seasonal changes, observing pond life, observer the bird houses and feeders, plant seeds and bulbs, and mini beast hunts.
• Weekly visits to the school library for a story session and to choose a book to share with their classmates during our Drop Everything and Read sessions.

Our reception classes follow the structure outlined in the EYFS framework. The EYFS framework includes seven areas of learning and development, all of which are seen as important and interconnected. 

Three of the areas are referred to as prime areas. These are particularly important for igniting children’s curiosity and enthusiasm for learning, forming relationships, and thriving (Early Years Framework 2021).

Parent Guide Maths Champions at Whinmoor St Paul’s

Prime Areas

Communication and Language	Listening, attention and understanding Speaking
Personal, Social and Emotional Development	Self-regulation Managing self Building relationships
Physical Development	Fine motor Gross motor

 

Specific Areas

Literacy	Comprehension Word reading Writing
Mathematics	Numbers Number patterns
Understanding the World	Past and present  People, culture and communities
Expressive Arts and Design	Creating with materials Being imaginative and expressive

 

Children come to our school from a combination of home environment and also several different nurseries. For children joining our Nursery setting information about the child is gained through conversations with parents/carers and if appropriate previous settings. They will be invited to visit the setting with their parent/carer so they can and become familiar with the environment. They will also complete short settling in visits without their parent/carer to begin to develop positive relationships with the staff and in particular their key worker before they being their 15 or 30 hours sessions.

For children joining our Reception Class, transition information for each child is gathered in July through nursery visits, phone calls to nursery staff and written profiles. Children are given opportunities to visit the school through stay and play visits so they can familiarise themselves with the teachers and environment. For parents we provide parent information evening in the summer term prior to the children starting school and 1:1 meeting so that any confidential information or concerns can be shared privately. 

The development of early language is at the heart of success for all children in the EYFS and is developed and nourished through positive, quality interactions which form the centre of all our teaching activities.

During the week the children receive a balance of adult led whole class session, adult led small group session and child-initiated activities, which are adapted throughout the year as they transition into Year 1.

We use assessments in all areas of learning to track the children’s progress, inform future learning opportunities and plan interventions that are needed to close gaps. Adults observe children to identify their level of achievement, interests and learning styles.

Half termly phonics assessments are administered as part of the Little Wandle phonics programme.

We also complete a half termly writing assessment which demonstrates their skills in the given Literacy topic of the half term and also the application of the phonics knowledge and their fine motor progression.

On-going Assessments are made during each taught maths session, during informal observations as play partners in continuous provision and at the end of block using the White Rose end of block checkpoints.

At the end of the EYFS (end of Reception), adults complete the EYFS profile (Statutory requirement) for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:

On track – meeting expected levels of development

Not on track – not yet reaching the expected levels of development 

Children come from a combination of our school Nursery and also several different nurseries. Transition information for each child is gathered in July through nursery visits, phone calls to nursery staff and written profiles. Children are given opportunities to visit the school through stay and play visits so they can familiarise themselves with the teachers and environment. For parents we provide parent information evening in the summer term prior to the children starting school and 1:1 meeting so that any confidential information or concerns can be shared privately. 

Important Links 

Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA).  Information on the Reception Baseline Assessment can be found by following the link below

Reception Baseline Assessment Information

DfE has published a new guide for parents, ‘What to expect in the Early Years Foundation Stage’ which guides parents through what to expect in their child’s development. To access this guidance report please click the link below

What to expect in the Early Years Foundation Stage 

Children will be developing their phonics through the Little Wandle Letters and Sounds program and for support with letter order, pronunciation and parents’ information please click the link below

Little Wandle Support