Here is the welcome presentation given to reception parents on July 7th.
The early years foundation stage (EYFS) is the curriculum that the Government sets for all early years providers (0-5 years) to make sure that ‘all children learn and develop well and are kept healthy and safe’. (Department for Education) There are 17 early learning goals to be aimed for by the end of the Reception year in school
The Framework is divided into 3 sections;
1. Characteristics of Learning
2. 3 prime areas of learning
3. 4 specific areas of learning
Characteristics of learning
Playing and exploring, which is about finding out and exploring, playing with what they know and being willing to ‘have a go’.
Active Learning, which is about being involved and concentrating, persevering and enjoying achieving, what they set out to do.
Creating and thinking critically, which is about having their own ideas, making links and choosing ways to do things.
Personal, Social and Emotional Development which is about making making relationships and getting along with other children and adults, having confidence and self-awareness, and being able to manage their feelings and behaviour.
Communication and Language, which is about developing good listening and attention skills, to have good understanding and also speak and express themselves clearly.
Physical Development, which is about large and small movements in a variety of ways, having good control and co-ordination, handling different tools and equipment well. It also covers health and self-care, looking at ways to keep healthy and safe.
Literacy, which is about stories, rhymes, books and reading, and also mark making/writing.
Mathematics, which looks at numbers, counting, shape, space and measure.
Understanding the World, which is about people and communities and helps children understand about the world they live in, including ICT.
Expressive Arts and Design, which develops different forms of expression, exploring music, dance and song, encouraging children to be creative in all respects. It also focuses on media and materials and imaginative/pretend play.
The staff plan to deliver a broad and balanced curriculum that touches on all aspects across the year, based on the observations of children’s play and what their interests are. This appears in the weekly enhancements to the continuous provision (resources readily available every day) as well as in the adult-led group-time work.
Children are observed closely and their achievements are celebrated in their Learning Journal and planning documents. This information is then used to tailor the curriculum to meet the interests and enthusiasms of each child using methods of delivery that are appropriate to their needs.
At Abbots Langley School we have four full time Early Years Educators dedicated to working with the children. All have a wealth of experience and have supported children with a wide range of needs.
In addition, all school staff receive specialist support and training when there is a need eg strategies to use when supporting a child with a hearing impairment or visual impairment. As a team we continually support each other and share expertise to ensure our teaching styles can be adapted appropriately so that all children reach their full potential.
Children with SEND are supported in a variety of ways – through one to one support, group activities or whole key worker tasks. The key worker for each SEND child will decide how everyday activities and experiences within the curriculum can be adjusted to ensure their child is fully involved at the appropriate level.
Early Years Leader.