EYFS Curriculum Statement
EYFS Curriculum Statement
In line with our school motto AIM HIGH, our principal curriculum driver is ASPIRATIONS
Our intent is that all of our pupils should have the opportunity to meet their full potential by becoming happy, independent and curious lifelong learners. Our teaching and the classroom environment creates high levels of engagement and active learning through play and a range of skills based activities. Children within our school community enter our EYFS with varied life experiences. The experiential learning opportunities we provide (cultural capital), enable children to develop these identified areas: language and vocabulary, independence, understanding of the world and risk-taking.
The EYFS is based upon four principles:
- A unique child – every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways and at varying rates. We use praise and encouragement as well as celebrate positive learning behaviours to help children develop a positive attitude to learning;
- Positive relationships - We recognise that children learn to be strong and independent from secure relationships. We aim to develop caring, respectful and professional relationships with the children and their families. We understand that parents are the children’s first and most enduring educators and we value the contribution they make. We recognise the role that parents have played and their future role, in educating the children;
- Enabling environments – children learn and develop well in enabling environments where they feel confident, secure and challenged. The classroom is organised to allow children to explore and learn safely where they can be active or be quiet and rest. The resources available will mean children can explore all areas of learning at any one time. The classroom is deliberately ‘not busy’ in order to create a calm environment where all children can feel relaxed and confident. The EYFS classes have access to their own enclosed outdoor area which offers children opportunities to continue their learning in different ways – using their senses and being physically active;
- Learning and development – All adults - Teachers, Teaching Assistants and Practitioners - deliver the curriculum in the Nursery and Reception classes. There are seven areas of learning, all of which are equally important and which depend on each other. They are:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
- Understanding the World
- Expressive Arts and Design
Achievement of these prime and specific areas of learning comes through the characteristics of effective learning: Playing and Exploring; Active Learning; Creativity and Thinking Critically. At Chilcote, we teach the children about these positive learning behaviours through the Achievosaurs. Each learning behaviour is given a dinosaur name and children are then able to talk with confidence about what makes a good learner.
The curriculum is implemented through a balance of child initiated and adult led activities. Adult led activities include daily phonics, 1:1 reading, Talk4Writing sessions, story scribing and story acting, maths sessions and group activities, music, PE and circle times.
Our EYFS Curriculum
- encourages and develops a love of learning
- allows learning to happen within a child-centred approach
- is resourced to support learning at every stage of development and all areas of learning
- interlinks all areas of learning and affords them equal value
- encourages children to learn to work together effortlessly given the diverse nature of our community
We do not make a distinction between work and play. We support children’s learning through planned and spontaneous, child-led play. Through play, our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to manage their emotions and understand the need for rules. Play encourages creative thinking, communication, investigation and problem solving. They express fears or re-live anxious experiences in controlled and safe situations. Play is highly valued. Adults facilitate children in their play to identify next steps.
Children are assessed on entry to Nursery and Reception (Baseline), through observation and interactions with the children.
We measure impact by making regular formative assessments throughout the year in order to ensure that future planning reflects identified needs and next steps. Assessments can take the form of informal or more focussed observations. At the end of the Reception year, the EYFS profile is completed which provides information about the child’s knowledge, understanding and progress. Children will be assessed as either ‘meeting expected levels’, ‘exceeding expected levels’ or not yet reaching expected levels (emerging) in each of the Early Learning Goals. Children who have met the Early Learning Goals in all the Prime areas plus Literacy and Maths are considered to have reached a Good Level of Development (GLD).
We also measure impact through pupil and parent voice.
Teaching and Learning Policy; Safe use of Mobile Phones/Cameras Policy; Inclusion Policy; Transition Policy; Home School Agreement