Our Early Years Curriculum Intent

 

Stokesley Primary Academy Early Years Foundation Stage is a safe and happy place to learn, work and play. Working in partnership with families the Early Years team are fully committed to providing an engaging and enriching curriculum to build positive relationships with the children and all children are valued as unique learners.

The children are guided on a nurturing journey enabling them to become more confident and imaginative learners who will have a strong sense of achievement. The fully inclusive curriculum promotes independence and encourages children to embrace challenge and to persevere to gain success. These essential skills will support the children as the move forward into Year 1.

 

Implementation

 

Stokesley Primary Academy EYFS follows the Early Years Statutory Framework for the Early Years Foundation Stage. 

This Framework specifies the requirements for learning and development in the Early Years and it is organised into seven Areas of Learning and development:

 

Prime Areas

 

Personal, Social and Emotional Development

Physical Development

Communication and Language development

 

Specific Areas

 

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

 

Through a well organised, stimulating and enabling environment, the children will organise their own play and learning. This play and learning will demonstrate the characteristics needed to become an effective learner, playing and exploring (engagement), active learning (motivation) and creating and thinking critically (thinking).

In the Early Years we plan a broad and balanced curriculum that values children’s prior learning, starting points and cultural backgrounds. We plan child initiated topics that incorporate our schools core values. 

 

Our carefully planned lessons aim to capture the children’s attention and imagination and create a sense of interest and curiosity. We listen to children’s ideas, assess what they already know about a topic/subject and question what they would like to learn. Topics and learning opportunities are selected with the children’s own interests in mind. They build on children’s prior learning, skills and knowledge.  Communication and Language, Physical Development and Personal, Social and Emotional Development are at the heart of all learning. Topics are planned to ensure appropriate depth and challenge for all.  

 

The school day is organised effectively to ensure a balance of teacher directed and child initiated activities.  Learning through play is vital. We use the environment to ensure the children’s needs are met through continuous provision.

Continuous provision is to offer children an environment that is safe for them to explore whilst challenging their learning. It should allow children the freedom to explore and become independent learners and develop their skills in making choices. This provision and learning through play is regularly changed and adapted to meet the children’s needs, interests and next steps of their learning and development. It challenges the children to push forward their learning, take risks and create their own learning paths, as well as reviewing this process.

 

Continuous provision describes all of the different provision areas which are available for children to use every day. Within each of these areas of provision there should be a core range of resources that children can use all of the time, throughout the whole year. Children are able to explore these different areas and through this exploration they can pick up new knowledge and develop new skills.   Planning effectively for continuous provision is crucial and involves a consideration of classroom layout and resourcing that will enable staff to offer a breadth of learning possibilities.

 

Throughout the EYFS staff use EEXAT an online assessment system which is designed around the Child Development Framework which uses six monthly, age related learning and development milestones to monitor children’s developmental progress. The EEXAT framework fully supports the implementation of the revised EYFS Framework (Sept 21) with milestones that cover all areas of learning and lead towards Early Learning Goals within the Prime and Specific Areas of learning. Using EEXAT staff record a ‘snapshot’ of evidence of children’s learning to build an overall picture and set next steps for their learning.  Formative assessment takes place within every session and helps staff to identify children who require further challenges or additional support to achieve the objective. 

 

Each day children access a daily Maths and Phonics lesson. In addition to daily Phonics and Maths lessons, small groups of children in EYFS also access other targeted interventions. These bespoke interventions provide opportunities for children to revisit previous teaching, reinforce class teaching and to support children in achieving a Good Level of Development in all areas of leaning contained within in the Early Years Curriculum. 

 

Our young learners understand the importance of respect and British values. We believe there are no limits to what children can achieve. With determination, hard work and a positive attitude anything is possible. If we try, try, try. We can, can, can. Children are also encouraged to show kindness to all and be proud to ‘CARE’ promoting ‘Collaboration, Achievement, Respect and Empathy.

 

Impact

 

At Stokesley Primary Academy we use both formative and summative assessments to inform medium term and weekly planning for our younger children.  We start with a baseline assessment at the beginning of the school year. Assessment information is also used regularly to inform the next steps in children’s learning. Assessment data is submitted termly using EEXAT. Lesson observations, book scrutinies, learning walks and pupil/parent/staff voice are all used to monitor and evaluate the teaching and learning in EYFS. 

 

 

Reading and Phonics Scheme

 

Letters & Sounds and Dandelion Readers.

 

More Information

 

If you would like more information about Early Years learning and development please feel free to contact the school and speak to a member of staff. In addition, below are some useful websites.

 

https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook

 

https://foundationyears.org.uk/

 

https://www.gov.uk/government/publications/development-matters--2