Our Early Years Curriculum - from 2 years old
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 challenges and persevere to gain success. These essential skills will support the children as they move forward into Year 1.
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 school's 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, create their own learning paths, and review 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 The Development Matters Document and The Early Years Statutory Framework Document to analyse milestones and development of all children. This cover all areas of learning and leads towards Early Learning Goals within the Prime and Specific Areas of learning. 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 requires further challenge or who may benefit from additional support to achieve the objectives.
Each day children in Nursery and Reception 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.
Reading and Phonics Scheme
Little Wandle Phonics
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
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To give you an idea of what is available below is a list of some of our places.
2 Year old Provision
Some 2 year old children are entitled to 15 hours funded provision a criteria applies, please refer to www.childcarechoices.gov.uk to see if you are eligible. Please apply online to receive confirmation of this, you will be issued a voucher code.
All children become eligible for 15 hours the term after their 3rd birthday
|
Children Born Between |
Spring Born
01 Jan to 31 Mar |
Summer Born
01 Apr to 31 Aug |
Autumn Born
01 Sep – 31 Dec |
|
Becomes Eligible for a Funded Place |
1st April |
1st September |
1st January |
These can be taken as
|
Morning Place |
|
|
5 morning sessions |
Monday – Friday 8:45 – 11:45am |
| 5 afternoon sessions | Monday - Friday 12:15 - 3:15pm |
30 hour funded places (Eligibility criteria apply)
Elidgibility Information:To qualify both parents (or a lone parent) must be working and each earning at least £120 a week (on average) and not more than £100,000 each a year. (Information from https://childcare-support.tax.service.gov.uk/)
|
Full Time 30 Hour Place |
|
|
5 full days |
Monday – Friday 8:45 – 3:15pm |
|
*Additional cost of £11.25 per week |
|
*Charges: Because of the lunchtime period 5 full days is in fact 32 ½ hours each week. So, a charge of £11.25 is made to cover the additional 2 ½ hours.
Priority for places is always given to funded children. However, when we are not full and places are available it is also possible to access much more flexible provision.
Families who are entitled to 30 hours may also choose to take
A 29 hour place
This is 4 full days 8:45-3:15pm and a half day session (am or pm) – No charge is made as there are no additional hours.
|
29 Hour Place |
|
|
4 full days |
8:45 – 3:15pm |
|
1 half day session |
AM 8:45 – 11:45am or PM 12:15 – 3:15pm |
|
*No additional charges as there are no additional hours |
|
|
26 Hour Place |
|
|
4 full days |
8:45 – 3:15pm |
|
*No additional charges as there are no additional hours |
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Families with a 15 hour entitlement can also purchase additional sessions as can families whose child is not yet eligible for a funded place. Below are our charges.
|
Additional Paid For Sessions |
|
Charge (£4.50 per hour) |
|
full day |
8:45 – 3:15pm |
£29.25 |
|
half day session |
AM 8:45 – 11:45am or PM 12:15 – 3:15pm |
£13.50 |
|
Lunchtime *supervision only, meal not included. School hot meal £2:25 per day |
11:45 – 12:15pm |
£2.25
|
*Full terms and conditions are available in the school’s charging and remissions policy. Please ask.
We always aim to accommodate the needs of families whenever we can, including working in partnership with other providers, splitting funded hours between settings when needed. Please come and talk to us and we will try and come up with a mutually convenient plan.