We have used our knowledge of our children, the EYFS framework and the Development Matters document to plan and design our EYFS curriculum. This curriculum is based on our current Early Years cohort and the skills and knowledge we would like our children to learn and leave the Early Years Foundation Stage with. In order for our children to meet these goals, our team will ensure the correct steps are implemented. These can be seen in the right hand column.
Intent
What we want our children to leave EYFS with
Implementation
What is in place in Nursery and Reception to achieve this
A sense of happiness and security in order to embrace new learning and challenges each day. For example, we want our children to:
Become risk takers
Be able to use new tools and equipment with confidence
Embark on new activities with enthusiasm and excitement
Children self-register each morning by placing their names in the correct zone of regulation.
‘Check ins’ with children that may have notified us as feeling sad or angry.
Regular talking time in small or whole class groups.
High quality interactions with children throughout the day.
Provide challenging activities and experiences for children to engage with.
Have weekly Forest school sessions to promote exploration, risk taking and independence
Expose children to new tools such as drills to encourage risk taking
The confidence to communicate effectively with both peers and adults in a way that suits them best. For example, we want our children to…
Know simple Makaton signs to communicate with other children in the setting
Be able to let an adult know when they are feeling sad / something is wrong
Be able to use visuals (if necessary to them)
Be able to initiate conversations with adults and peers
Develop children’s vocabulary through high quality conversations
A sign of the week teaching children the Makaton signs
Adult-led sessions planned to promote communication and language
High quality adult interactions
Creating resources such as visuals for non-verbal children or children with EAL
Daily ‘Attention Bucket Method’ for our SEN children. - Sensory circuits for our SEN children.
A fascination with and excitement for a range of diverse books and storytelling. For example, we want our children to:
Enjoy looking at books
Comment on what they have heard
Make predictions
Retell stories
A range of books around the classroom that are of high quality.
Books that reflect children’s home lives, for example, books about particular religions
High quality story telling delivered
High quality ‘Talk for writing’ sessions
Daily high quality ‘Reading Practice’ sessions in Reception class
Daily ELS Phonics sessions in Reception class
Daily phonics sessions in Nursery (Phase 1 and 2) depending on the cohort
Decodable books sent home each week with Reception children
Weekly visits to the school library for children to choose a book of their choice to take home
Secret storytellers (parents invited into school to read a story of their choice)
Weekly ‘Stay and Read’ sessions
The independence to take ownership of their own learning and environment. For example, we want our children to independently:
Access the resources in the classroom and put them away in the correct place when finished
Put away their belongings
Begin to solve conflicts with their peers
Take turns with their peers
Explicit daily learning walks (particularly at the beginning of the year) to teach children how to use particular areas of the classroom and the resources within that area
High expectations of the children when looking after their environment, for example, where things need to be kept and put away with when finished
All resources labelled so that children know exactly where resources need to be put when tidying away
Daily interventions to model how to solve conflicts with peers independently
An understanding of how to be a successful member of the community, for example, we want our children to be able to:
Talk about similarities and differences between themselves and their peers
Answer questions and begin discussions about themselves or their peers
Be aware and understanding of everybody’s different needs including those children with special educational needs
Act upon the children’s interests. For example, if children are interested in firefighters, organise visits from firefighters in the community
Ensure high quality adult interactions and adult-led sessions that involve modelling to children how to be kind and respectful
Show recognition, for example by having a star of the day / kindness chair etc
Ensure that children are accepting of people’s similarities and differences
