Our EYFS Curriculum

“Together as a family, we love, learn and grow in the presence of God”

 

‘Tell me and I’ll forget. Teach me and I’ll remember. Involve me and I’ll learn’ – Benjamin Franklin

Intent:

At Holy Rosary our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential. It is our intent that children who enter our EYFS begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst also embedding a positive attitude to school and a love of learning.

To ensure children make outstanding progress in Holy Rosary EYFS, it is our intent to take into consideration their starting points and needs of our pupils as they begin their learning journey. Every child has access to a broad, balanced and differentiated curriculum which prepares them for now and for the future in terms of opportunities and experiences. Following personal interests and individual needs, allows us to plan and provide opportunities throughout our EYFS curriculum to support learning and development and achieve their next steps.

Our EYFS curriculum aims to enable our children to be:

• Competent and creative learners; who are curious about the world around them.
• Secure and confident; who enjoy coming to school and learning new skills and knowledge building on their existing learning.
• Skilful communicators; who connect with others through language and play, ensuring that they play in a vocab rich environment.

 

It is our intent to ensure that all children will receive the teaching of early reading through systematic, synthetic phonics to learn to read words and simple sentences accurately by the end of Reception.

Implementation:

At Holy Rosary we follow the Early Years Foundation Stage framework. This is made up of four overriding principles which our Early Year’s education is based upon:

Unique Child – Every child is unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Positive Relationships – Children learn to be strong and independent through positive relationships.

Enabling Environments – Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.

Learning and Development – Children develop and learn in different ways. The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities.

The curriculum provides a play-based and experiential learning environment, combined with focussed teaching and development of basic skills, to ensure children make rapid progress before moving onto Year 1. The children in both Nursery and Reception are provided with ample opportunities in our indoor and outdoor provision. They engage in planned, focussed activities as well as self-initiated and free flow activities.

The learning experiences within our Early Years are linked to the seven areas of learning and development within the EYFS. These areas are split into three prime areas and four specific areas. The three prime areas are those which the children should develop first and are considered most essential for the healthy development and future learning of our children.

These include:

Personal, Social and Emotional Development – This involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

  

Communication and Language – This involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

  

Physical Development – This involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

   

As children grow and make progress in the prime areas, this will help them to naturally develop skills within the four specific areas.

These are:

Literacy – The early teaching of literacy involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest and love of reading from an early age. Children are systematically taught to read and write using the SSP ‘Floppy’s Phonics’.

  

Mathematics – The early teaching of mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and describing shapes, spaces, and measures. We use a ‘Maths Mastery Approach’ which ensures that children have a deep understanding of numbers to 10 and beyond.

   

Understanding the World – This involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. We have developed a broad, exciting and motivating curriculum to captivate young minds and to inspire them to be life long learners.

    

Expressive Arts and Design – This involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

   

Children benefit from meaningful learning across the curriculum, staff plan resourcefully for opportunities for communication, sustained shared thinking, metacognition and physical challenge to build on existing skills taking into account the Characteristics of Effective Learning.

Rich first hand experiences (inside, outdoors, visitors and school trips) to widen experiences, awe and wonderment. Exploratory learning and thinking creatively including problem solving across all areas of learning. New vocabulary and concepts through reading will excite and engage all learners which includes staff modelling standard English and asking high quality questions.

Our curriculum promotes and supports children’s emotional security and development of their character enabling children to take risks in a safe and secure environment. Supporting children to be active and to develop physically including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others.

Our inclusive approach means that all children learn together but we have a range of additional intervention and support to enhance and scaffold children who may not be reaching their potential or moving on children who are doing very well.

Impact:

Our children will grow to be confident, competent lifelong learners and good citizens.

Our curriculum meets the needs of our children, including our disadvantaged pupils and those with SEND, and we spend time looking at and evaluating how children are learning.  This is achieved through talking to children, looking at their work, observing their learning experiences and analysing data and progress by year group, class, groups and individuals. Every member of staff uses ongoing assessment and knowledge of the whole child to identify children’s starting points and plan experiences which ensure progress.

Our curriculum and its delivery ensure that children make good progress. During their time in our EYFS, children make rapid progress so that we meet the national expectation for GLD at the end of the year.  Pupils also make good progress toward their age-related expectations before transitioning into Year One.  We believe our high standards are due to enriched play-based exploration, a broad, exciting and challenging curriculum, rigorous assessment and high quality first teaching that all our children are exposed to as they move through our Early Years. A rich diet of balanced learning experiences is undoubtedly the best way to develop happy, curious children.

The children at Holy Rosary experience a smooth transition between Nursery, Reception and beyond. Effective communication and collaboration ensure the children leave the EYFS with a solid foundation of learning of which to build upon.

As a team, we carry out regular internal moderation sessions and also ensure that staff attend external meetings and training to ensure that we feel confident with our judgements and that these judgements are consistent with a range of other settings. By monitoring assessment procedures regularly, we can effectively demonstrate what learning is taking place and how each child is progressing in all seven areas of the EYFS curriculum. Progress towards the ELGs ensures a positive disposition to learn.