Statutory Framework of EYFS

We adhere to the ‘Statutory Framework of the EYFS’ and the four guiding principles that shape practice within Early Years settings:

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • Children learn to be strong and independent through positive relationships;
  • 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/ carers;
  • Children develop and learn in different ways and at different rates.

As part of our practice we:

  • Provide a balanced curriculum, based on the EYFS, across the seven curriculum areas, using play as the vehicle for learning;
  • Promote equality of opportunity and anti-discriminatory practice.
  • We provide early intervention for those children who require additional support;
  • Work in partnership with parents and carers;
  • Plan challenging learning experiences, based on the individual child, informed by observation and assessment and by the children’s own ideas and interests;
  • Provide opportunities for children to engage in activities that are adult-initiated, child-initiated and adult supported;
  • Provide a secure and safe learning environment indoors and outdoors.

 

 

Teaching and Learning

We plan an exciting and challenging curriculum based on our observation of children’s needs, interests, and stages of development across the seven areas of learning to enable the children to achieve and the Early Learning Goals.

All seven areas of learning and development are important and interconnected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive, both in the EYFS and into Key Stage 1. These three areas are the prime areas:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development

Children are also supported through the four specific areas, through which the three prime areas are strengthened and applied:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice.

Three characteristics of effective teaching and learning are:

  1. Playing and exploring – children investigate and experience things, and ‘have a go’.
  2. Active learning – children concentrate and keep on trying if they encounter difficulties.
  3. Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things.

Children are provided with a range of rich, meaningful first-hand experiences in which they can explore, think creatively and be active. We aim to develop and foster positive attitudes towards learning, confidence, communication and physical development.

We create a long term plan detailing the skills and knowledge we would like the children to learn throughout the year.  This is further developed into medium term plans based on a series of topics each of which offers experiences in all seven areas of learning. We always remain flexible to allow for unplanned circumstances and children’s responses.  Our planning is continually evaluated by all staff to ensure that children’s individual ‘Next Steps in Learning’ and personalised learning needs are met.

Children will engage in whole group and small group activities alongside their independent learning. There are also allocated times for whole class daily ‘carpet learning sessions’.

The curriculum is delivered using a play-based approach as outlined by the EYFS framework: ‘Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activities’.

We plan a balance between children having time and space to engage in their own child-initiated activities and those which are planned by adults. During children’s play, the adults in class interact when appropriate to stretch and challenge them further.

In planning and guiding children’s activities, we reflect as practitioners on the different ways that children learn and build these into our practice. We create a stimulating learning environment to encourage children to free-flow between inside and outdoors as far as possible.