Intent

In our Foundation Stage Unit, our aim is to create a learning environment and build relationships that allow 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 good progress in our Early Years, we take into consideration the starting points and needs of all 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 will enable our children to be:

Competent and creative learners, who are curious about the world around them.

Secure and confident children, who enjoy coming to school and learning new skills and knowledge, building on their existing learning.

Skillful communicators, who connect with others through language and play, through ensuring that they play & learn in a vocabulary-rich environment.

We will 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 OLASP we follow the Early Years Foundation Stage framework. This is made up of four overriding principles upon which our Early Years education is based:

• 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.

Our curriculum provides a play-based and experiential learning environment, combined with focused teaching, to ensure children make rapid progress before moving onto Year 1.

The children in both Nursery and Reception are provided with a variety of learning opportunities in both 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 – 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 – 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 – 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.
• 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.
• 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.
• 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.

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

Rich first hand experiences (inside, outdoors, visitors and trips) to widen experiences, and deepen enjoyment. Exploratory learning and thinking creatively, including problem-solving, takes place across all areas of learning. New vocabulary and concepts through reading excite and engage all learners, with staff modelling standard English and asking high quality questions.

Our curriculum will promote and support children’s emotional security and development of their character, enabling them to take risks in a safe and secure environment. Supporting children to be active and to develop physically is also a key focus within our curriculum, including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others.

Impact

The experiences of the task will be revisited and demonstrated through being deeply engaged in play. Teaching & learning are most effective when children feel a sense of belonging, curiosity and competence, showing resilience and tenacity. Our children will grow to be confident, competent lifelong learners and good citizens.

The children at OLASP 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 on which to build.

We use the Class Dojo learning platform, supplemented with exercise books in Reception, to share the children’s successes with their families, throughout their time in Early Years.

Our Early Years team carry out regular internal moderation sessions and take part in CPD to ensure confidence in our judgements and that these judgements are consistent with a range of other settings.

Assessment starts with careful observations which are then used to inform planning. 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 toward the ELGs will ensure a positive disposition to learn.