At Templemoor Infant and Nursery School we believe that children in the EYFS need to experience a wide variety of first hand, practical learning opportunities to enable them to develop to their full potential. We aim to provide a secure, enjoyable and caring educational environment where each and every child feels valued. We work hard to create continuity between our thriving Nursery and our Reception Classes so that children can build on skills already developed and follow routines that flow with their needs and with which they feel safe and confident throughout their Early Years, in preparation for their future years in school.
Our knowledge-rich curriculum provides the children with opportunities to learn facts and information but also gives them diverse and rich experiences from which they are able to develop transferable skills. Our Curriculum is planned following the guidance from the Department for Education 'Statutory framework for the Early Years Foundation Stage', taking account of the children's needs and interests.
Opportunities are provided for the children to meet the expectations laid out in the document 'Development Matters in the Early Years Foundation Stage'. This non-statutory guidance material supports practitioners in implementing the statutory requirements of the EYFS.
The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.
The prime areas are:
Communication and language
Personal, social and emotional development
The prime areas are strengthened and applied through 4 specific areas:
Understanding the world
Expressive arts and design
Staff plan activities and experiences for children that enable children to develop and learn effectively. In order to do this, practitioners working with the youngest children, focus strongly on the 3 prime areas. Planning is informed by observations and target children are identified every week. These children then become the focus of set observations.
Staff also take into account the individual needs, interests, and stage of development of each child in their care, and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.
Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. Learning takes place indoors and outdoors and activities are planned accordingly.
Across the week, there is a balance of adult led and child initiated activities to ensure that all children experience a curriculum that is personal, challenging and engaging.
We recognise that children learn and develop well when there is a strong partnership between practitioners and parents and/or carers.
Parents and/or carers are kept up to date with their child’s progress and development. The progress check and EYFS profile helps to provide parents and/or carers with a well-rounded picture of their child’s knowledge, understanding and abilities.
Each child is assigned a key person who helps to ensure that their learning and care is tailored to meet their needs. The key person supports parents and/or carers in guiding their child’s development at home.
At Templemoor Infant and Nursery School, ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Practitioners also take into account observations shared by parents and/or carers using 'Wow Moments'.
We use a paper based learning journal to record assessments which is also shared by parents.
At the end of the EYFS, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:
Meeting expected levels of development Exceeding expected levels or,
Not yet reaching expected levels (‘emerging’)
The profile reflects ongoing observations and discussions with parents and/or carers. The results of the profile are then shared with parents and/or carers.