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St John's CofE Primary School

Nurturing potential within a Christian ethos

EYFS

Intent

 

'Play must be the right of every child. Not a privilege. After all, when regarded as a privilege, it is granted to some and denied to others, creating further inequities. Play as a right is what is fair and just. Although children will engage in play differently, play is a child’s right' -  Souto-Manning

 

At St John’s we offer an Early Years curriculum that is rich and memorable. We believe the early years enable children to build solid foundations for future learning.  We believe all children should have a high level of self-worth and pride which we promote through our Christian Values, giving them the confidence to believe that their own opinions are important and valued in our school. In the early years, we promote independence and enable children to play, explore, be active in their own learning and create and think critically.   We understand that play is an integral part of learning, and this is at the heart of our Early Years curriculum.   Therefore, our curriculum is child centred following the interests of the children in the current year group. We are passionate about children leading and immersing themselves in their learning. 

 

We will:

  • Provide a curriculum that offers children a wide range of opportunities ensuring that we do not expect children to aspire to things they have never encountered.
  • Broaden pupils’ experiences providing opportunities to try new things and encouraging them to relish a new challenge
  • Provide high expectations encouraging them to develop perseverance and self-belief so that they can problem solve and achieve far more than they expected
  • Provide a learning environment that helps children achieve their full potential and support those who need additional help in order to maximise their chances of achieving the Early Learning Goals
  • Provide children opportunities to develop their sense of wellbeing and ability to regulate their feelings so that they feel confident in our community and are equipped with all the tools they need to transition to Year 1 effectively
  • Develop the skills and expertise of staff working in EYFS through regular and comprehensive professional development either run by the EYFS Lead or attending courses run by other providers
  • Provide no limits or barriers to the children’s achievements, regardless of their backgrounds, circumstances or needs. This is shared by all staff working in Reception.

 

Implementation

 

Staff are knowledgeable about the areas of learning they teach.  They manage the EYFS curriculum in relation to the learning needs of their children.  The teaching and learning of Phonics is presented clearly and communicated well to the children and ensure it engages with all types of learners as well as ensuring that the children practise their reading from books that match their phonic knowledge.  All EYFS staff to read to the children in a way that excites and engages them, introducing new ideas, concepts and vocabulary.  Staff present information in a way that is clear, prompting discussion about the subject matter being taught.  They check understanding and identify misconceptions to improve learning and adapt their teaching where necessary.  EYFS staff are knowledgeable about the teaching of early mathematics and ensure the mathematics curriculum provides a strong basis for complex learning later on.  They promote and support every children’s emotional security and development, in particular the youngest members of the class.  Staff promote the importance of healthy eating, drinking and exercise as well as being kind to each other, modelling the school's values..  The outside area provides an opportunity for children to develop physically, enabling children to learn to manage risks and challenges.  We provide information for parents about their children’s progress to enable them to support the children’s home learning and further support the teaching of reading at home as well as other areas of the EYFS curriculum.  The curriculum builds on what children know and can do and is ambitious for all pupils, regardless of need.

 

EYFS and SEND

 

The EYFS staff consistently apply a great level of care and understanding towards the needs of all pupils, including those with SEND.  We foster an inclusive approach to education and quickly identify special educational needs to ensure children promptly receive additional support, so they can progress well in their learning.  Where and when approprite, the environemtn and provision may be adapted to ensuire that pupils with SEND can access all areas of the EYFS curriculum.

 

Impact

 

The impact of the Curriculum on what children know, can remember and do is the key to planning.  Children demonstrate this through being deeply engaged and sustaining high levels of concentration.  By the end of Early Years Foundation Stage, pupils will:

 

  • Develop detailed knowledge and skills across the seven areas of learning in an age appropriate way.

  • Acquire a wide vocabulary of language, communicate effectively and secure a knowledge of phonics which will give them foundation for future learning and prepare them to become confident and fluent readers and have a love of books.

  • Be able to use their knowledge of phonics to read accurately and with increasing speed and fluency by the end of Reception and have developed their vocabulary.

  • Be able to enjoy, listen and respond with comprehension to familiar stories, rhymes and songs that are age appropriate

  • Demonstrate their positive attitudes to learning through high levels of curiosity, concentration and enjoyment.  They respond positively to adults and each other

  • Begin to manage their own feelings and behaviour, understanding how these might impact on others and developing a sense of right and wrong.

  • Share and co-operate well, demonstrating respect for others shown through the school values and children should consistently keep on trying hard, and be particularly encouraged to do so, if they encounter difficulties building up resilience.

 

The overwhelming majority of pupils achieve the Early Learning Goals.  Pupils with SEND or from disadvantaged backgrounds, also progess well and achieve the best possible outcomes. 

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