EYFS
Rational
We want our children to leave the EYFS after having the best opportunity to reach their full potential and have made the most progress possible, ensuring they are equipped with the skills, knowledge and experiences to prepare them for Key Stage One. We place high importance on curiosity, confidence, individuality and building trust and relationships.
Approach
Our Early Years Curriculum is based on the revised EYFS and is planned to lead smoothly into the National Curriculum at KS1 in a way which is relevant and meaningful for all children. The EYFS framework is organised into seven areas of learning and development, all of which are interdependent and of equal importance.
Prime areas:
- Personal, Social and Emotional development
- Physical development
- Communication and Language
Specific areas
- Literacy
- Mathematics
- Understanding the world
- Expressive arts and design
Running through our curriculum are the characteristics of effective learning. We monitor the way children play, learn and interact in the environment and with their peers. Our teaching, provision and practice reflects these characteristics and we adapt to meet the needs of each child.
- Playing and exploring - This is where children will investigate and experience things, learning by having a go.
- Active learning - This is where children will concentrate and keep trying, even when it is hard and they experience difficulty.
- Creating and thinking critically - This is where children develop their own ideas, make links and develop their own strategy to do something.
We use Red Rose phonics to teach synthetic phonics and a consistent approach for all. We use Red Rose to teach a robust and progressive maths curriculum. We teach through key texts and adaptive, progressive continuous provision.
SEND
At Cherry Fold we recognise the right for all pupils to have access to the EYFS curriculum in a manner which meets their needs. We will ensure that pupils with SEND can access the EYFS curriculum by using adaptive teaching techniques, directly linked to targeted learning plans. We promote social learning and expect our pupils to show a high regard for the needs of others. Teaching staff consistently promote diversity, respect and tolerance through communication, positive regard and restorative language. Children who are identified as working below ARE may have specific needs which contribute to their difficulty in accessing EYFS. Where needs are specifically related to a Special Educational Need or Disability, specific and targeted support will be outlined and reviewed through the child’s EHCP and/ or Pupil Progress Meetings; elements of which may be recommended by external agencies. It is also important to recognise that children identified as having SEND may not always be the least able and could excel in EYFS. Pupils’ attainment will be assessed against Development Matters and the Early Learning Goals. We may use an alternative document, provided by Lancashire, to monitor the progress of pupils with SEND.
Websites
Here are some websites that you can use to help your child learn at home.
www.topmarks.co.uk - look in the Early Years section
www.phonicsplay.co.uk - look in the phase 1, phase 2 and phase 3 section
BBC Nursery Rhymes - Google search - These are songs that you can sing at home with your child.
If you have any that you use at home with your child please let the class teacher know.
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Walk and talk
Have a look at this initiative that promotes communication and language with your child. Download one and have a try!
