About The Early Years Foundation Stage
Children in Nursery and Reception access the Early Years Foundation Stage (EYFS) curriculum. They engage in learning through first hand experiences that foster investigation and enquiry. The Early Years curriculum is made up of 7 areas of learning: 3 prime and 4 specific.
EYFS
Prime Areas
The prime areas of the EYFS are: Personal, Social and Emotional Development, Communication and Language and Physical Development.
Personal, Social and Emotional Development is vital in the Foundation Stage. Through every day learning, we support the children in making strong relationships with their peers and familiar adults and encourage them to become confident and independent young people. At all times, adults support and model appropriate behaviour to promote positive relationships within the classroom; this is reinforced during circle times and small group activities. The children are encouraged to recognise and celebrate personal achievements, however small, and those of their peers. We follow SCARF values and Zones of Regulation.
Communication and Language is the heart of all we do. We use Launchpad for Literacy techniques, NELI Whole class and NELI Interventions. We have highly qualified, trained in Sustained Shred Thinking.
Physical Development, is a fundamentally important skill which underpins all aspects of children’s early experiences. If children learn to move with control and coordination, to balance and climb, to move with agility and self-expression, they are likely to be more successful learners throughout their school lives. As well as accessing out outdoor provision, with targeted activities, our children also have a timetabled P.E slot each week.
Our outdoor area gives the children opportunities to climb, balance, hang and manoeuvre in and around equipment. All children in EYFS have access to balance bikes, two-wheeled bikes, scooters, micro scooters and carts.
Prime Areas
Specific Areas
The specific areas of the EYFS are: Literacy, Mathematics, Understanding the World and Expressive Arts and Design.
Reading
As soon as children join Nursery, we being to develop their pre-phonics skills through the use of the Launch Pad for Literacy approach and Story Time, using Read Write Inc. These approaches develop all of the skills that children need, to be successful in phonics and reading. For example, auditory and visual discrimination are key skills that children will need to be able to hear and read letters and sounds as they progress through school.
In Reception, we have daily phonics sessions using the Read Write Inc programme. We use a revisit, learn, practise, and apply new learning structure to embed learning. We also use daily 1-2-1 interventions, and Pinny Time, to support children who need further support.
EYFS Reading
Writing
Mark making is the first step towards successful early writing. Children are encouraged to use a variety of different writing materials on a variety of scales. This could be writing on a post it notes or making gigantic marks in the playground; it could be using brushes or magic wands. The importance of this mark making practise, is to embed fluent movement which will eventually lead to forming recognisable letters. In addition to this daily practise, the children participate in writing activities and purposeful writing in each learning environment.
By the end of the Foundation Stage, many children can write short, simple sentences independently and read simple words and sentences.
EYFS Writing
Maths
Early maths is taught through games, song and exploration. In nursery, we concentrate on the language of maths through child-initiated play, simple challenges, questioning and stories. In addition, we deliver a daily maths session to consolidate and extend learning concepts, using the White Rose Maths Scheme.
In reception, we build on the children’s early experiences through a mastery approach to maths, which encourages children to use manipulative resources, like cubes and counters, to solve a range of problems. We ensure that children are fluent with: counting, ordering, adding and subtracting, doubling, halving and sharing before we challenge them to use their reasoning and problem-solving skills. Children also explore 2d and 3d shapes, measuring equipment and start to use the language for a range of mathematical concepts like time and money.
EYFS Maths
Understanding the World
In Understanding the World, children are encouraged to be curious, explore natural materials, learn about living things and compare different places. Our topics are chosen carefully to exploit the children’s own experiences which are vast and varied. They learn about technology, using computers and programmable toys and the wider application of technology in everyday life. Moreover, they learn about people and communities; how they are different or similar to their friends and they learn about and celebrate other cultures. Understanding of the world feeds into the National Curriculum areas: Science, Geography, History and R.E.
EYFS Understanding the World
Expressive Arts and Design (EAD)
EAD is a fundamental area to develop in Early Years as it gives the children the foundations to underpin their own identity and enables them to develop self-expression and self-confidence.
Children are given the opportunity to use their skills imaginatively in Expressive Arts and Design. They are given the opportunity to explore and use media and materials such as paint, clay and construction equipment. Children are also encouraged to be imaginative in areas such as role play, art and dance.
EYFS ADS
Children in the Foundation Stage engage in high quality learning experiences, both indoors and outdoors. Their learning and progress are tracked through observations, photographs and videos on their online learning journal. At Frizinghall, we document out learning through Tapestry.
Transition to Year 1
Transition to Year 1 from EYFS is an important phase of education. We have planned our curriculum to ensure that we have linked the learning and there is progression between the phases. We use a spiral curriculum. Vocabulary and knowledge/skills are purposefully planned for, to support this transition.
What our children say...
