EYFS
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Subject leader Linked governor |
Sarah El Yauti |
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Intent |
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Rationale |
In EYFS at Lilliput CE Infant School, the curriculum is designed to recognise children’s prior learning from previous settings, their experiences at home and to provide first hand learning experiences. Our intent is to allow the children to build resilience, ambition and integrity. We understand that building happy and secure relationships with children and their families at the early stage is key to understanding how we can maximise learning opportunities for each and every child. We recognise each child as a unique individual and we celebrate and welcome differences within our school community. We believe the ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and key values. We provide opportunities to engage in happy and positive learning experiences and believe that this is key to enable children to develop a lifelong love of learning. We have a strong belief that community involvement is an essential part of our curriculum as we celebrate local traditions, learning new skills to enable the children to take an active role in events throughout the year. Throughout their time in EYFS, the children develop a sense of belonging to our school community so they feel ready to transition to year one. We work closely in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points. We intend to: • Understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps. • Create an inspiring indoor and outdoor environment which supports children’s learning in all areas • Prepare children to reach the Early Learning Goals at the end of the Foundation Stage and ensure children make at least good progress from their starting points. We are very clear in our role in supporting transition into KS1. |
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What do we expect pupil to know by certain points? |
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also aim for children to reach the Early Learning Goals at the end of Reception and to be at least in line with National Expectations. We measure the percentage of pupils achieving age related expectations throughout the academic year, put supportive interventions in place if and when needed. 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. |
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Is there clear progression of skills considering prior learning? |
The curriculum is designed to recognise children’s prior learning from previous settings. Throughout EYFS at Lilliput CE Infant School, 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 the children’s experiences and self-chosen 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. We talk to the children during the first topic ‘Magical Me’ and collate the children’s interests. We then put these into topics throughout the year so each yearly overview is adapted to the cohort’s interests. 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. • Personal, Social and Emotional Development • Physical Development, • Communication and Language, • Literacy, • Mathematics, • Understanding the World, • Expressive Arts and Design These 7 areas are used to plan children’s learning and activities. We use Development Matters as a planning and assessment tool throughout the year. |
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Implementation |
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The curriculum is ambitious and meets the needs of all pupils including disadvantaged and SEND. |
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also aim for children to reach the Early Learning Goals 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’s attainment to age related expectations using month bands in Development Matters. This is tracked using DC Pro 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. |
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Does teaching include key elements such as explanation, modelling, scaffold, practise? Can you articulate why teachers are teaching your subject in a particular way? |
During each week, the children will work with an adult to complete at least one 1:1 reading session as well as two adult led literacy tasks and two adult led maths tasks. These can be in group work sessions or 1:1 with either the teachers or teaching assistant. The children engage in a range of child-initiated tasks through both the indoor and outdoor provision throughout the day. The children will have whole class inputs to develop the essential knowledge needed to show the vital skills in their child led activities. This means that children are using and developing taught skills throughout the year on a daily basis. Child led learning will support the 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. Through observation and discussion, areas of need and next steps are identified for all children to ensure good progress is made. Targets are set for Maths and Literacy and where required the Prime Areas. Observations of learning are collected in each child’s paper learning journey. We regularly assess where the children are, using ‘Development Matters’ and then ensure our planning, adult interaction and learning environment; including continuous provision, supporting 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: • Playing and Exploring – children investigate and experience things, and have a go; • Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; • Creating and Thinking Critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things. To support our learning in reception, here are some examples of the things we do in reception: • We share a range of healthy snacks and learn about the importance of a healthy balanced lifestyle to maintain our own wellbeing. • All of the children perform in a Nativity, receive certificates in collective worship and participate in trips. • They enjoy visits from People Who Help Us, such as parents or community members including the police, fire service, vets, doctors, nurses, and their vehicles. • We have a greenhouse to support learning and children can watch seeds develop and children can watch the changes in the environment. This is not all the activities that we do, however this gives an idea of how we are implementing our curriculum intent. We provide regular opportunities for parents and carers to come into school and work with their child, share their work and celebrate successes. These include Parent Phonic Sessions, Open Class Sessions as well as Charity events organised by the class. 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. To support transition, we engage the parents in transition days, nursery visits, home visits and parent workshops and information evenings. Parents are asked to contribute to their child’s learning journal by sending in paper WOW moments or through email. We send out ’Learning Pathways’ which report on the Characteristics of Learning twice a year at Parent Consultations. We also support the transition into Key Stage 1 for both child and parents. We prepare children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of EYFS and the start of Year 1. Parents have the opportunity to meet with new teachers and visit their child’s new learning environment. They also complete ‘moving on’ activities with their child throughout the summer term. These aim to support the transition for all. |
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All our leaders across the school, including governors, regularly review and quality assure the subject is implemented sufficiently well. |
Our assessment judgements have been moderated both in school and externally with local schools and others in our trust. 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. |
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Impact |
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How do you know that the children have learnt the things that we expect them to learn? What do we do if the children haven’t learnt them? |
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. 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. This is tracked using DC Pro 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. During the school day, children will have an opportunity to work independently, work collaboratively with their friends and with members of staff. Through observation and discussion, areas of need and next steps are identified for all children to ensure good progress is made. Targets are set for Maths and Literacy and where required the Prime Areas. Observations of learning are collected in each child’s paper learning journey. We regularly assess where the children are, using ‘Development Matters’ and then ensure our planning, adult interaction and learning environment; including continuous provision, supporting children to reach their next steps. We will include interventions for groups or individuals if and when necessary. 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.
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CPD |
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How do you identify the CPD needs of staff? What are this year’s priorities? How do you identify your own SL needs? Where do you get inspiration/advice? |
Staff questionnaires used to identify staff needs when required. Areas of need are highlighted in appraisals of all staff. Lesson observations and work scrutiny will then highlight any additional areas of need. I work closely with the other EYFS leads within CLP. I also spend time with our school improvement partner, Kate Masters to keep up to date with any changes. |