Our Intent, Implementation and Impact for Early Years Foundation Stage
The Early Years Foundation Stage is the period of education from birth to 5 years. The Early Years Foundation Stage at Summerfield School consists of both Nursery and Reception classes. In Nursery we have capacity for 52 part time places: morning and afternoon. Children receive 15 hours free Nursery funding. We work closely with local nurseries to ensure transition into Nursery as well as carrying out home visits to build positive relationships with parents and children. In reception we have 2 Reception classes (30 children in each class) We work closely with our Nursery as well as other nurseries and pre-schools to transition children effectively from Nursery to reception.
In EYFS at Summerfield Primary School, every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We provide enhancement opportunities to engage learning and believe that our first experiences of school should be happy and positive, enabling us to develop a lifelong love of learning.
In EYFS we are committed to providing children with the best possible start to their school life. We build on what children already know and can do, responding to their interests and needs and tailor our teaching accordingly, for example in Nursery in autumn term we focus on health and self-care and children confidently separating from their carer.
We intend on providing children with a wide range of knowledge and as many varied experiences as possible through our well planned curriculum. We use progression maps that have been devised to cover
We intend to provide a rich and wide range of experiences to our children, we recognise the importance of our local area as an essential part of our curriculum as we celebrate local traditions, cultures and celebrations within our diverse community, we embed this celebration of diversity into all areas of the curriculum and everyday teaching and learning, we celebrate Diwali, Eid and other religious celebrations together we try foods from different cultures and invite parents in to discuss traditions.
Throughout their time in EYFS, the children develop a sense of belonging to our school community, ready to transition to year 1 the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners as well as building independence and resilience.
To work 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.
To provide a rich and wide range of knowledge and experiences to our children, we 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 own next steps.
To create an indoor and outdoor environment which supports learning and provides a progressive curriculum.
To provide a well-planned and coherent curriculum through the use of our personalised progression maps alongside the EYFS Development Matters(2020)
To 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 individual starting points.
At Summerfield Primary School we have opted to be early adopters of the new Early Years foundation stage (July 2020) This framework outlines the most up to date guidance that will be statutory from September 2021, we have opted to be early adopters so that we can implement the new framework and make a smooth transition for when the goals will become statutory in 2021, We have also opted to become early adopters as we feel there is a big jump between the outcomes expected at the end of Reception and beginning of year 1 and the new goals help to bridge this gap to ensure future children are more year 1 ready. Alongside the new reforms we will be using the reformed Development matters (2020) to feed into our observations and help us to understand different children’s’ starting points as well as giving us a base to build our own curriculum from. We have decided to plan progression maps based around the Development Matters Curriculum to outline our expectations of progress throughout the year across EYFS. We use these progression maps to ensure children are where they should be and are being given the correct experiences to make progress.
We have a curriculum that is child-centred and that is based upon hands on experiences, provocations for learning and 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. Our motivation is our children, we know our children and how they learn by spending as much time working closely with them. We ensure that 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.
In the Autumn term we focus on the prime areas of learning in order for children to be able to access the specific areas and make good progress across all areas of the curriculum. Adults focus heavily on supporting language and developing children’s language skills. We aim to develop children’s understanding and spoken language through modelling and providing children with as many opportunities as possible to build on their language and build up a wider vocabulary. We use stories and model language through a love of reading and sharing books with children at as many opportunities as possible. We use Wellcomm as an assessment tool to support those children whose language is not where it should be. We use Wellcomm as a tool to assess language and then support building language and understanding through a variety of activities and interventions.
This year we have also decided to use Nuffields Early Language Intervents(NELi) to identify those children who may need extra support with their language development. Screening of individuals will begin in the Autumn term and support programmes for those individuals will start in Spring 1.
These 7 areas are used to plan children’s learning and activities. Planning for this curriculum is designed to be flexible so that a child’s unique interests are supported. During each week, the children will work with an adult to complete at least one 1:1 reading session as well as at least 1 adult led literacy tasks, one adult led maths tasks and a range of child-initiated tasks through both the indoor and outdoor provision. We also plan for specific areas of learning through adult led and child-initiated tasks. A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily basis and these skills are built on through a progressive environment as new skills are learnt and practised and built on. Continuous provision practise and principles begin in EYFS and support 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.
We recognise the importance of early reading and encourage this skills and interest from the moment children start with us in EYFS. We support early reading through shared group reading daily as well as small group guided reading and 1:1 reading.
Daily guided activities are also planned to cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. More guidance is needed in reception in order for children to learn more specific skills required of a reception age child for example in maths children are taught the skill require to problem solve and specific mathematical language and how use equipment. Through observation and discussion, areas of need and next steps are identified for all children to ensure good progress is made. Where possible our practitioners address next steps and move the learning forward in the moment. There are also a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play. In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practise. Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. Staff make notes and have discussions with each other to ensure as many children are making as much progress as possible These are collected in each child’s online or paper learning journey. We regularly assess where the children are, using ‘Development Matters ‘as well as through conversations of expectations of what a child should be doing at their age-related expectations at that point int the year. These interactions and observations are used to ensure our planning, adult interaction and learning environment; including continuous provision, are appropriate for children to reach their next steps. We look at who is working where they should be and those who may not be and decide what we are going to do to support those who need extra help as well as challenging those who are working at age related expectations.
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, for example encouraging children naturally inquisitive side in the mud kitchen and exploring minibeasts outdoors.
The characteristics of effective learning 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 wider curriculum, we provide regular opportunities for parents and carers to come into school and work with their children to share their work and celebrate successes by meeting with them regularly formally and informally this enables a smooth transition into school as well as supporting children personal development. We involve parents in their children’s learning journeys through EYFS with transition days, nursery or home visits, stay and play sessions, parent workshops, teddy bears picnic, sharing learning journeys, star child evidence sheets, reports and parent meetings as well as more frequent informal communication to suit individual families.
Due to the current pandemic, we have not been able to invite parents into school so we have made as many opportunities as possible to have discussions with parents and share their children’s work with them at the beginning of the school day or at the end of the say.
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 building positive relationships with staff in the summer term. We also invite the Year 1 teachers to spend time with the children in the reception class and get to know they ways individuals learn.
*Remote Learning- We use Google Classrooms as a tool for supporting children and parents with their remote learning during the national school closure.
Everyday children must log on and register they have an opportunity to comment on how they are feeling and if they need to be contacted by their teacher that day.
-1 Daily phonics lesson usually live recorded (Letters and sounds)
-1 Daily follow up writing activity
-1 Daily maths lesson usually live recorded (following White Rose)
-a practical maths opportunity Daily
-1 Daily Expressive Arts and Design/Understanding the World activity (linked to a topic we are covering)
-1 weekly interactive reading book matched to the phonic level children are at according to their last phonic assessment.
1 day of physical development skills building activities.
All activities have the opportunity to build on communication and PSED skills with the people working with them at home.
We also encourage parents to send work in that children are completing ad give instant and individual feedback to any work given.
We mark quizzes, slides and any work that children submit and return work with tips for improvements.
We encourage children to post messages to one another and comment on one another’s work. We share the work that children have sent in weekly on ‘padlet’ as an opportunity to celebrate all the hard work children and their parents are doing throughout this difficult time.
We support our parents through phone calls and instant message on google classrooms.
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to reach the Early Learning Goals at the end of Reception and to be at least in line with National Expectations.
The impact of our curriculum is measured at various assessment points throughout the year as well as continuous assessment for learning and final formal assessments against the Early Learning Goals at the end of the year, this allows 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 attainment to age related expectations measuring children against what is expected of a child that age at that point in the year. This is tracked using itrack 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. Our assessment judgements have been moderated both in school and externally with local schools across the consortium. We also partake in local authority moderation which has validated our school judgements. We use progression maps to make judgements on individuals whether they have been accessing the curriculum effectively and if they are at their age-related expectations for that point in the year. As a staff we have daily conversations with one another on how to support the individuals in their in the moment learning we share these expectations with parents.
The impact of our curriculum will also be measured by how effectively it helps our pupils develop into well rounded individuals who can contribute positively to society. 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.