Early Years

Early Years Foundation Stage

 

At Greenfields Community Primary School we feel that every child deserves the best possible start in life and the support that enables them to fulfil their potential. Practitioners follow the guidance given as set out in the Statutory Framework for the Early Years Foundation Stage and in the non-statutory guidance, Early Years Outcome, which is to support practitioners in implementing the statutory guidance of the EYFS

 

“The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and provide the right foundation for good future progress through school and life.”

The Early Years Foundation Stage Statutory Framework Introduction, March 2012.

 

In the EYFS play is the key way in which children learn and we aim to deliver a curriculum based on well planned play experiences, both indoors and outdoors. There are 7 areas of learning and development which shape activities and experiences for children in Nursery and Reception.

 

Three areas are crucial called prime areas

  • Communication and language – listening and attention, understanding, speaking;
  • Physical development – moving and handling, health and self-care;
  • Personal, social and emotional development – self-confidence and self-awareness, managing feelings and behaviour, making relationships.

Four specific areas through which prime areas are strengthened and applied are

  • Literacy – reading, writing;
  • Mathematics – numbers, space, shape and measures;
  • Understanding the world – people and communities, the world, technology;
  • Expressive arts and design – exploring and using media and materials, being imaginative.

The youngest children will focus strongly on the three prime areas. If a child’s progress in any prime area gives cause for concern, staff discuss this with the child’s parents and agree how to support the child. The balance shifts towards a more equal focus on all seven areas as children grow in confidence and ability in the three prime areas.

 

Staff help children work towards Early Learning Goals. This is the knowledge, skills and understanding children should have at the end of their Reception year. Further information on the delivery of the EYFS can be accessed through the DfE website or a really parent friendly website is foundationyears.org.uk.

 

Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment is an integral part of the learning and development process. Staff in school will:

  • make systematic observations and assessments of each child’s achievements, interests and learning styles;
  • use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child;
  • match their observations to the expectations of the early learning goals and learning outcomes statements.

 

All children are entitled to the full provision of the EYFS, regardless of any identified disability or special educational need. If at any stage, there are concerns regarding any additional needs a child may have, discussions will take place between staff and yourself to agree on how best to support your child.

 

In the final term of the Reception year, the EYFS Profile is completed for each child and provides parents, carers and Year 1 teachers with a well rounded picture of the child’s knowledge, understanding and abilities, their progress against expected levels and their readiness for Year 1. It reflects ongoing observations, records, discussions with parents and carers, and any other adults who can offer a useful contribution. Each child’s level of development is recorded against the 17 assessment scales derived from the early learning goals.

 

Within the final term of Nursery, parents receive a written summary reporting their child’s progress against the three prime areas of learning and the learning outcomes statements. Parents across the key stage are also given an opportunity each term to discuss progress and future targets for their child with the teacher.

 

At Greenfields, we like to foster strong links between home and school. This has a positive impact on children’s development and learning. A successful partnership needs a 2 way flow of information. This is quite often done informally on a day to day basis, through weekly Home School Learning Journal, Tapestry (online learning Journal), and termly parent consultations

 

tapestryLogo (1)

We use the Online Learning Journal software “Tapestry” to create individual Learning Journeys for every child in Early Years.

 

Parents and carers will be given a login to access their child’s Learning Journey on receipt of a completed “Acceptable Use” form. Parents and Carers are able to add their own observations from home in the form of text, photographs or video.

You can Login to the tapestry website by clicking here or on the logo above.

 

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