EYFS Curriculum Implementation
Our curriculum follows the 2021 Early Years Statutory Framework for the Early Years Foundation Stage. This document specifies the requirements for learning and development in the EYFS and details the prime and specific areas of learning we must cover in our curriculum. We have used the Development Matters document to support the development of our curriculum which is planned progressively from when children join us in Preschool and throughout Reception up until the end of the EYFS.
In order to ensure that our curriculum is progressive we have long term curriculum maps for Preschool and Reception in each of the seven areas of learning. The skills and knowledge detailed on each of these curriculum maps is then used to inform our termly curriculum maps.
Our children learn by playing and exploring, being active, and through creative and critical thinking. Our provision ensures that children develop these positive attitudes to learning. This is achieved through our carefully planned and organised learning environment which provides an engaging and stimulating place for children to develop independent learning skills and the knowledge set out in our curriculum.
Teaching and learning is tailored to the needs of the cohort of children and provides a balance of adult led and child initiated learning opportunities. The children learn early skills in Maths and Phonics through taught adult led sessions. This happens in both Preschool and Reception in developmental and age appropriate ways. The children then have the opportunity to practise these skills whilst accessing carefully planned enhancements and activities in our continuous provision.
Adults play a key role through facilitating learning in a play partner role, as well as supporting learning through focussed adult led activities. We use the principles of Shared Sustained Thinking when interacting with our children as it supports the development of their early language and vocabulary. Adults ‘think aloud’ to model sentence structure and language, as well as posing open ended questions or suggestions. This supports children with extending their answers and gradually being able to communicate thoughts, ideas and knowledge in more detail.
Through their interactions with the children; adults become very knowledgeable about their needs, interests and current attainment. Adults record ‘wow’ moments when a child takes a next step in their learning which are collated in individual learning journals. We strive for all children to make progress from their varied starting points and attainment is tracked throughout the year. This enables us to identify which children are ‘on track’, identify individual needs and plan for targeted support. We have assessment ‘Checkpoints’ at key points in the academic year (baseline and end of Autumn/Spring Terms) and end of year ‘Curriculum Goals’ for Preschool and Reception.
Parents and Carers receive weekly newsletters which detail our learning as well as information and activities to support early reading and Maths. We encourage parents to email staff with photographs of their child’s learning and achievements when not at school and these are added to the children’s journals. Parents and Carers are informed about their child’s learning at termly ‘Teaching and Learning Conferences’ alongside informal opportunities such as learning journal sharing sessions and at the end of the school day.