EYFS
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Mrs G Beetham is our EYFS Leader.
gbeetham@trawden.lancs.sch.uk
A little about EYFS...
The Early Years Foundation Stage is the stage of education for children from birth to the end of reception year. The curriculum is based on the recognition that children learn best through play and active learning.
EYFS Principles
The principles that underpin our EYFS approach at Trawden Forest Primary are:
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 there is a strong partnership between practitioners and parents.
Children learn and develop in different ways and at different rates.
Areas of Learning
Our Reception class follows the curriculum as outlined in the 2021 Statutory Framework for the EYFS. This framework includes 7 areas of learning and development that are equally important and all inter-connected:
The EYFS Framework sets out the expected levels that your child should reach at age 5, usually the end of the reception year; these expectations are called the “Early Learning Goals (ELGs)”
They also address how a child learns and include:
Characteristics of effective learning
Playing & exploring – Engagement
Finding out and exploring
Playing with what they know
Being willing to ‘have a go’
Active learning – Motivation
Being involved & concentrating
Keeping trying
Enjoying achieving what they set out to do
Creating and thinking critically – Thinking
Having their own ideas
Making links
Choosing ways to do things
Our EYFS Intent
To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
To understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
To create an indoor and outdoor environment which supports learning.
To prepare children to reach the Early Learning Goals at the end of the Foundation Stage and ensure children make good progress from their starting points.
To support transition into KS1.
Implementation
We keep parents informed and we meet regularly with parents and carers to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed. This includes stay and play sessions, Seesaw and parents evenings.
We have a curriculum that is child-centered and that is based upon wow experiences and topics which engage the children. We encourage active learning to ensure the children are motivated and interested. We take time to get to know children’s interests and their likes to support learning.
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All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas in the EYFS curriculum. |
Planning for this curriculum is designed to be flexible so that a child’s unique needs and interests are supported.
Daily guided activities are set up and planned that cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. Areas of need and next steps are identified for all children to ensure good progress is made. There are also a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play. In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practice.
Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our outdoor area is used all year round and in all weather conditions.
Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. We regularly assess where the children are using the Birth to 5 and then ensure our planning, adult interaction and learning environment support children to reach their next steps.
Staff support transition into Key Stage 1. Preparing children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of Reception and the start of Year 1.
Impact
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to reach the Early Learning Goals at the end of Reception and to be near National expectations.
Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills at a good pace.
Summative assessment compares children’s attainment to age related expectations using Birth to 5 to support us. This is tracked to ensure rates of progress are at least good for all children, including vulnerable groups such as those with SEND or who are disadvantaged.
Assessment judgements are moderated both in school and externally with local schools.
EYFS Curriculum Documents
Useful Links
Lancashire Adult Learning have free online sessions for parents to help support children when they start school. Ready Steady School, Fun with Phonics and Fun with Maths may be useful.
When they start school children can take a while to learn how to organise and identify their belongings. Putting your child's name in everything will make this much easier. Our PTFA have been in contact with a company that provides name tags and our school will receive commission on sales.
Our school ID is 22718.
If you are thinking or ordering name tags please consider using this company and help support our PTFA whilst ensuring your child's clothing does not get lost.
