EYFS Curriculum Statement
In the Early Years Foundation Stage (EYFS) at Heene Primary School our aims are to
- Support children to make a planned, confident transition from home to school
- Provide a happy, caring, safe and secure environment for learning
- Plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities
- Support children to become competent and confident learners so they are able to reach their full potential
- Provide a broad and balanced high quality curriculum in line with the Early Years Foundation Stage guidance
- Foster positive home school links with parents and other care providers.
At Heene we believe that every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. We aim to provide an environment which enables pupils to develop positive relationships and learn through experiences and in a playful way igniting their natural curiosity and enthusiasm for learning. We recognise that all children develop and learn in different ways and at different rates and aim to provide appropriate learning experiences for every child, covering all the areas of learning and development.
We follow The Early Years Foundation Stage Curriculum as detailed below. This framework is a means of ensuring high standards of early education and care that will reassure parents that their child’s development is being fully supported. It underpins all future learning by supporting and fostering the children’s personal, social and emotional wellbeing. It encourages positive attitudes and dispositions towards learning in the children and promotes learning through play.
The Early Learning Goals
The Prime Areas
Communication and Language – We support the children’s language development focusing on the three aspects in this area which are listening and attention, understanding and speaking. All adults working with the children use a good level of standard English and encourage the children through modelling to speak clearly and widen there vocabulary by introducing new words.
- Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
- Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
- Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development – There are two aspects to this area of learning; moving and handling and health and self-care. The children are encouraged to be independent and responsible for their own belongings and basic needs. During P.E sessions and outside play the children work on specific gross and fine motor skills.
- Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
- Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development – The children are supported by the Early Years team to develop in the three aspects; Making relationships, self-confidence and self-awareness and managing feelings and behaviour. The children are supported to make positive friendships, manage their own behaviour and develop their confidence.
- Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
- Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
- Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The Specific Areas
Literacy – is divided into reading and writing. Both of these aspects are underpinned by a rigorous phonics programme- ‘Letters and Sounds’, which is a synthetic phonics approach to learning to read and write. The children are given opportunities to develop and apply a range of reading and writing skills during phonics teaching and their own self-initiated learning time.
- Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read (at the bottom of this page is a link to a site which can help you practise phonics).
- Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics – is split into the aspects of number and shape, space and measures. The children are taught through a mixture of discrete teaching in whole class and small groups and through carefully planned play experiences.
At Heene we follow the Teaching of Mastery approach in maths, allowing pupils to gain a deep understanding of maths. Pupils acquire a secure and long-term understanding of maths that allows them to make continual progress to move onto more complex topics. We believe that everyone can do maths and there’s no such thing as a maths person. Maths is a subject that everyone can and should be able to perform confidently and competently. We choose to teach by breaking down maths objectives into the smallest steps, so that every pupil is secure in every new concept before moving on. We focus upon teaching for fluency, reasoning and problem solving.
- Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
- Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world – Understanding the world encompasses the more traditional school subjects of science, geography, technology, RE and History. In the EYFS these are split into the aspects: people and communities, the world and technology. Our pupils learn about the world around them through outdoor play experiences and local area trips. We also learn about a range of festivals and celebrations from around the world and the children are taught to log on to the schools computers and use age appropriate software.
- People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
- The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
- Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design – Expressive arts and design includes art, music, dance and imaginative play. The children are provided with a wide range of playful experiences across these areas to develop their use of various media and their imagination.
- Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Assessment in Reception is carried out in line with the ‘Early Years Foundation Stage’ and staff observe the children to create a ‘learning journey’ which evidences the child’s progress through the Foundation Stage. Parents are encouraged to take an active role by contributing to their child’s learning journey, via the Tapestry website/app.