EYFS

EYFS Statement of Intent

Working in partnership with parents to encourage independent, happy learners who thrive in school and reach their full potential.

“Play builds the kind of free-and-easy, try-it-out, do-it-yourself character that our future needs.” – James L. Hymes, Jr.

At Glenmere we strive to provide an educational journey that inspires and provides the stepping stones to grow and achieve. Our curriculum in Early Years is designed to provide a broad, balanced and holistic start to education that meets the needs of all pupils. We celebrate diversity and facilitate pupils’ spiritual, moral, social and cultural development. Children with specific needs, including SEND and EAL are supported to ensure they reach their full potential.

Our ethos in Early Years is to nurture our pupils’ personal, social and emotional development; providing the essential roots of safety, security and readiness to learn. We recognise strong, positive relationships are fundamental to supporting children’s cognitive development and place high value on our partnership with parents, carers and practitioners to enable our children to be happy and secure learners.

 

“No significant learning occurs without a significant relationship.” - James Comer

Our provision is purposeful, facilitating the growth of skills, knowledge and understanding, as well as celebrating and facilitating individuality; for each child is embarking on their own unique learning journey. We encompass each child’s individual starting points and plan to build the foundations to achieve their full potential.

Through the seven areas of learning we provide topics that inspire and engage children, building on own interests and enthusing their experiences of the world. We recognise and celebrate that children in our setting have varied experiences. Our staff work hard to ensure our learning environment consistently promotes a wider knowledge and understanding of the world. Together we work to provide ambitious expectations for all children from all backgrounds.

Implementation

At Glenmere we offer a curriculum which builds on the knowledge, understanding and skills of all children and their unique starting points. We follow the Early Years curriculum using topic themes and enrichment opportunities to facilitate secure foundations for learning. We value our pupils’ contributions, enabling opportunities for child-led interests to shape our curriculum.

The aim of our curriculum is to enthuse a love for learning by:

  • Designing and implementing a curriculum that places child outcomes at the heart. Consistently working to deliver an effective curriculum that inspires, motivates and builds on prior knowledge. A curriculum that is responsive to children’s unique interests and stages in learning; promoting the best outcomes for all children.
  • Carefully planning sequences f lessons that provide meaningful learning experiences, scaffolding and challenge.
  • Prviding an effective and engaging learning environment that enables all children to be resilient, capable, confident and self-assured. Purposeful provision that enables all children to access all areas of learning. Providing child-initiated opportunities through rainbow challenges, that enhance children’s learning and allow them to make connections and apply their learning independently.
  • Providing opportunities to build positive and trusting relationships with children. Planning for moments of high-quality interactions with adults; modelling communication, listening and expectations.
  • Adults use purposeful and effective questioning to check understanding and address misconceptions. Promotion of an enabling environment through opportunities of in the moment feedback to facilitate and extend learning at the right moments in the learning environment. Adults are responsive to each child’s interests and needs.
  • Planning fr careful assessing, through observations, which are recorded on tapestry and shared with parents. These are used to inform the next steps of learning and meet individual needs.
  • Provision of rapid, individualised intervention to address gaps in learning.
  • Providing opportunities to build positive and trusting relationships with parents and /carers through learning platforms (i.e. Tapestry and Class Dojo). Offering and ‘open door’ policy whereby parents can arrange for conversations to ask questions and discuss individualised support for learning at home.
  • Suggesting home learning opportunities with information about what has been taught, allowing parents to build on their child’s school experiences, at home. Signposting useful sources and resources to support key areas of learning.

English

In Reception, the children have a English whole class taught session 4 times a week and a daily Phonics session each morning. Each child receives an adult led English activity weekly.

At Glenmere, we use a systematic approach to the teaching of synthetic phonics to enable children to develop secure reading and spelling skills. It is proven that high quality phonics teaching is the best route for children to become fluent and independent readers. The Glenmere phonics sequence follows the teaching progression of the publication of Letters and Sounds (2007). In Reception, sounds and words are introduced to the children each day in an engaging way. The phonics sounds are constantly revisited to embed over the year and there are a range of opportunities for children to apply their phonics knowledge through group activities and continuous provision.

In Reception we are passionate about promoting a life-long love for reading. We use high quality texts as a basis for Literacy planning, carefully chosen to link with topics and promote reading for pleasure.

We use ‘Talk for Writing’ techniques to help develop the children’s literacy skills through the imitation of stories and use of actions. Alongside, we have a daily shared read informed by ‘Book Talk’, promoting children’s communication, listening and comprehension skills.

Maths

In Reception, the children have a Maths whole class taught session 4 times a week. Each child receives an adult led Maths activity weekly.

The maths curriculum is progressively taught using the steps from ‘Number Sense Maths’ programme; a highly visual number fact teaching programme developing a deep understanding of number, number relationships and fluency. Alongside ‘White Rose Maths’, sessions are planned to promote early number sense using the four C’s: counting, comparison, cardinality and composition. This starts with mastering numbers 0-5 and then progresses through to 0-10. We want our children to become confident mathematicians who can problem solve and apply what they have learnt to real life experiences.

Broader Curriculum

In Reception the children have whole class weekly PE, ICT, PSHCE and Music lessons. Other areas of the curriculum including R.E, British Values, Art and DT are delivered through whole school assemblies and planning opportunities in continuous provision.

Reception have three dedicated slots of physical education each week. We recognise physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. During the Spring and Summer terms a specialist P.E coach delivers high quality P.E sessions. Opportunities for outdoor learning are planned across the year using onsite grounds and neighbouring facilities at Brocks Hill Country Park.

Outside of whole class and guided group work the children are engaged in continuous provision in our newly developed unit. Our continuous provision provides resources, questions and opportunities for self-directed learning and play that enables children to explore broader areas of the curriculum and build upon prior learning. The children can run away with their imagination, creativity and exploration of the world, through a wide range of media and materials.

In Reception we expose children to a broad selection of stories, nonfiction, rhymes and poems that foster an understanding of our culturally, socially, technologically and ecologically diverse world.

We facilitate broader learning experiences through our personal growth curriculum and planned opportunities for trips and visitors across the year.

Impact

Children demonstrate high levels of engagement in activities, developing their speaking and listening skills, enabling them to access more areas of the learning. Children have a wider sense of the world around them and can draw on these experiences during interactions with others and link this to new learning.

Children develop their characteristics of effective learning and are able to apply their knowledge to a range of situations making links and explaining their ideas and understanding. Children develop skills across all areas of the curriculum, are confident to take risks and discuss their learning. Children are able to draw on their experiences to improve or adjust what they are doing.

From their different starting points, all children will make good progress academically, emotionally, creatively, socially and physically. Knowledge, understanding and skills will be secured and embedded so that children attain highly and are fully prepared for the next stage in Year 1.

Phonics Sequence of Learning

EYFS Yearly Overview

Phonics Long Term Plan

Further information regarding teaching and learning in EYFS can be found on EYFS year group page.