At Asby, children in reception will be in Class 1. The children following the foundation stage curriculum are given full access to an exciting range of interesting and exciting learning opportunities. We have a fantastic outdoor learning environment that can be accessed by children in Class 1.
Children follow the foundation stage curriculum which is divided into seven areas of learning, primary areas are:
All activities are planned and assessed around these areas of learning and focus on children’s individual development and need. We provide opportunities for children to play, learn and develop in a caring atmosphere.
In EYFS at Asby Endowed School, the curriculum is designed to recognise children’s prior learning from previous settings and their experiences at home, provide first-hand learning experiences, whilst allowing the children to build resilience, ambition and integrity. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We provide enhancement opportunities to engage learning and believe that our first experiences of school should be happy and positive, enabling us to develop a lifelong love of learning. Throughout their time in EYFS, the children develop a sense of belonging to our school community, ready to transition to Year 1 the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners.
Throughout EYFS, we follow the Early Years Statutory Framework for the Early Years Foundation Stage. This framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum.
We have a curriculum that is child-centred and that is based upon wow experiences and topics which engage the children. We encourage active learning to ensure the children are motivated and interested. We take time to get to know children’s interests and their likes to support learning. All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum.
These 7 areas are used to plan children’s learning and activities. Planning for this curriculum is designed to be flexible so that a child’s unique interests are supported. During each week, the children will work with an adult to complete 1:1 reading session as well as adult led literacy tasks, adult led maths tasks and a range of child-initiated tasks through both the indoor and outdoor provision.
A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily basis. Continuous provision practise and principles begin in EYFS and support children to develop key life skills such as independence, innovation, creativity, enquiry, analysis and problem solving. During the school day, children will have an opportunity to work independently, work collaboratively with their friends and with members of staff. Daily guided activities are also planned to cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. Through observation and discussion, areas of need and next steps are identified for all children to ensure good progress is made.
There are also a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play. In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practise. Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collected on Showbie.
We regularly assess where the children are, using ‘Development Matters’ and Birth to Five guidance and then ensure our planning, adult interaction and learning environment; including continuous provision, support children to reach their next steps. We will include interventions for groups or individuals if and when necessary.
Children in EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our outdoor areas are used all year round and in most weather conditions. We ensure activities support the Characteristics of Effective Learning to ensure learning takes place. These are:
We have a dedicated time focusing on health and self-care. We share a range of healthy snacks and learn about the importance of a healthy balanced lifestyle to maintain our own wellbeing. We keep parents informed and we meet regularly with them to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed. This includes transition days, nursery visits, stay and play sessions, parent workshops, Showbie, reports and parent consultations as well as more frequent informal communication to suit individual families. Transition into Year 1 runs smoothly as EYFS are part of Class 1 with Year 1 and Year 2 children. Gradually throughout the year the EYFS children are involved in increasing activities with KS1 children.
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to reach the Early Learning Gals at the end of Reception and to be at least in line with National Expectations.
Evidence in children’s learning journeys support all areas of the EYFS curriculum. The impact of our curriculum is measured by assessment procedures which allow us to measure outcomes against all schools nationally. We measure the percentage of pupils achieving age related expectations throughout the academic year, put supportive interventions in place if and when needed. Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills at a good pace.
Summative assessment compares children attainment to age related expectations using month bands in Development Matters and with Birth to Five Matters Guidance. This is tracked using a tracker to ensure rates of progress are at least good for all children, including vulnerable groups such as those with SEND, disadvantaged or summer born children.
Our assessment judgements are moderated both in school and externally with local schools and others in our cluster. We also partake in local authority moderation which has validated our school judgements. The impact of our curriculum will also be measured by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens. We endeavour for pupils to be Key Stage 1 ready and have our school values embedded by the time they leave reception, preparing them for their future.
All long term planning is subject to change as different learning opportunities may occur through the year. If there is a change in the long term planning, subject leaders ensure that all National Curriculum objectives are still taught, and further units of work adjusted to ensure this coverage.