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EYFS [Early Years Foundation Stage]

Early Years Foundation Stage Rationale

 

At Pensilva Primary School we are commited to providing a high quality Early Years education, which gives children a secure and confidenant start to their school life and nurtures a life-long love of learning. We understand that every child is an individual and deserves personalised learning within a highly stimulating classroom and outdoor learning environments. 

 

EYFS Curriculum at Pensilva Primary School

 

In September 2021 the government introduced a new statutory Early Years Framework. We have spent time becoming knowledgeable with this and ensuring we continue to intertwine what is important and relevant to our children.

Using the Birth to five matters document and Development Matters 2021 document and adding elements essential to our school we have created a long-term plan. Please see the document below.

We had also mapped out the progression of skills in each of the seven areas of learning for Reception ready children. Please see below.

 

The statutory framework has seven headings:

Communication and Language

PSED (Personal, Social, Emotional Development)

Physical Development

Literacy

Maths

Understanding of the world

Expressive Arts and Design

 

Each heading has a selection of Early Learning Goals which children are ‘expected’ to achieve by the end of the year. The first 3 areas are PRIME areas. These are areas of learning which are interwoven throughout all areas of the curriculum. The other 4 areas are the SPECIFIC areas which are important features of a child's early development and form a foundation for later academic achievement throughout school and later life. In order to achieve an ELG, children must complete the majority of elements in each statement for a ‘best fit’ approach.

Children need to attain all ELGS within the first 5 areas in order to achieve a Good Level of Development at the end of the year.

The seven areas of learning do not neatly match up to the KS1 curriculum subjects however, they are covered through our continuous provision and day to day book reading and discussions. We have noted the KS1 subject we believe links next to the area headings.  

 

Communication and Language (English, Speaking and Listening)

Listening, Attention and Understanding ELG Children at the expected level of development will:

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
  • Make comments about what they have heard and ask questions to clarify their understanding;
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

 

Speaking ELG Children at the expected level of development will:

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

 

We follow the NELI language program in order to boost vocabulary and speaking in groups sessions.

 

PSED (Personal, Social, Emotional Development) (PSHE)

ELG: Self-Regulation Children at the expected level of development will:

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

ELG: Managing Self Children at the expected level of development will:

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
  • Explain the reasons for rules, know right from wrong and try to behave accordingly;
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

ELG: Building Relationships Children at the expected level of development will:

  • Work and play cooperatively and take turns with others;
  • Form positive attachments to adults and friendships with peers;
  • Show sensitivity to their own and to others’ needs.

 

Alongside this we follow the Jigsaw PSHE program that progresses throughout the school.

 

Physical Development

ELG: Gross Motor Skills Children at the expected level of development will:

  • Negotiate space and obstacles safely, with consideration for themselves and others;
  • Demonstrate strength, balance and coordination when playing;
  • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

ELG: Fine Motor Skills Children at the expected level of development will:

  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;
  • Use a range of small tools, including scissors, paint brushes and cutlery;
  • Begin to show accuracy and care when drawing

 

We are fortunate enough to have a PE specialist who teaches the children PE once a week and have access to a fantastic outside are with Wild Tribe opportunities.

 

Literacy

Reading: Comprehension and word reading

ELG: Comprehension Children at the expected level of development will:

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
  • Anticipate – where appropriate – key events in stories;
  • Use and understand vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

ELG: Word reading: Children at the expected level of development will:

  • Say a sound for each letter in the alphabet and at least 10 digraphs;
  • Read words consistent with their phonic knowledge by sound blending;
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

ELG: Writing: Children at the expected level of development will:

  • Write recognisable letters, most of which are correctly formed;
  • Spell words by identifying sounds in them and representing the sounds with a letter or letters;
  • Write simple phrases and sentences that can be read by others.

 

We follow the ReadWriteInc program for Phonics which is supporting the children in letter recognition and formation. We also ensure our children are read 5 books a day to encourage a love of reading and to extend vocabulary.  

 

Maths

ELG: Number Children at the expected level of development will:

  • Have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

ELG: Numerical Patterns Children at the expected level of development will:

  • Verbally count beyond 20, recognising the pattern of the counting system;
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

 

We use White Rose Maths to deliver our adult led maths lessons.

 

Understanding of the world (Science, History, Geography, RE)

ELG: Past and Present. Children at the expected level of development will:

  • Talk about the lives of the people around them and their roles in society;
  • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

ELG: People, Culture and Communities. Children at the expected level of development will:

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

ELG: The Natural World. Children at the expected level of development will:

  • Explore the natural world around them, making observations and drawing pictures of animals and plants;
  •  Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

It is important for the children at Pensilva Primary School to learn about their locality and cultural background but we believe equally important to learn about the wider world and more urban environments within the UK. Children often have little knowledge of cities, different types of homes, transport and cultures. Through topics, books, real life experiences and visitors we aim to broaden their knowledge and understanding of the world.

 

Expressive arts and design (Art, DT, Music, Drama)

ELG: Creating with Materials Children at the expected level of development will:

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
  • Share their creations, explaining the process they have used;
  • Make use of props and materials when role playing characters in narratives and stories.

ELG: Being Imaginative and Expressive Children at the expected level of development will:

  • Invent, adapt and recount narratives and stories with peers and their teacher;
  • Sing a range of well-known nursery rhymes and songs;
  • Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.

We follow ‘Kapow for our Art and DT lessons across the school. The children experience these lessons alongside a rich and exciting art area within the classroom that is used for child-initiated activities. We have a lovely stage area and opportunities for the children to dress up and re-enact familiar stories. 

 

Implementation

Each half term, EYFS staff introduce a new theme to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities. The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the children. These sessions are followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas.

English / Literacy: Reading at the heart of our curriculum and our aim is to encourage a love of reading right from the start. In EYFS we have ‘Our Favourite 5’ each half term. The aim is to expose children to a range of books that not only develop a love of reading, but have been chosen specifically to develop their oracy, vocabulary and comprehension. These five books will be embedded in our provision through activities, story sessions and on display for children to access independently. Through this, children begin to internalise new vocabulary, language patterns and begin to retell stories.

Phonics: We follow the Read Write Inc programme to ensure consistency across the school. This has proven to provide a strong understanding of initial sounds, digraphs, blending and comprehension. it quickly identifies the children that need some extra tutoring and this is provided 1:1 in the afternoons. When children are confidently blending books are sent home to be shared with parents/carers. They are given books that match their phonic knowledge in order for them to apply their learning with the aim of becoming successful, confident and fluent readers.

Mathematics: In Reception, we follow the White Rose Maths Scheme of work which is divided into 3 weekly units. High quality learning environments and meaningful interactions with adults, support children in developing mathematical thinking and discussion. Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration.

Wider Curriculum:  Our wider curriculum is taught through the learning areas; ‘Understanding of the World’ and ‘Expressive Arts and Design.’ EYFS staff have a good understanding of how ELG’s feed into the National Curriculum through our robust planning and CPD opportunities. In reverse, colleagues throughout the school are also aware of the key ELG’s that link to each foundation subject and the progression of the subject. Exciting, purposeful and contextual activities are planned to build on children’s natural curiosity. For example, building a boat for their favourite toy enables them to think like a ‘Scientist’ and ‘Engineer’ as they explore a range of materials and test out their own ideas. Building further on our oracy focus, children will be encouraged to employ subject specific language and terminology in foundation subjects, and such vocabulary will be modelled, both verbally and orally, by supporting practitioners. Our inclusive approach means that all children learn together. Regular monitoring of teaching and learning by the EYFS leader ensure staff develop good subject knowledge. The EYFS leader ensures staff receive CPD specific to Early Years to develop their practice. For example, we offer CPD on effective observations, in order to understand where pupils are, and their ‘next steps,’ for learning.

 

Impact

Baseline: Prior to children starting, staff spend time speaking to the child’s parents, previous settings and read previous learning journey’s to gain an understanding of the whole child and where they are at. During the first half term, all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress. The following baseline assessments are also carried out.

The RBA (Statutory Reception Baseline Assessment) This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose of this is to show the progress children make from Reception until the end of KS2.

NELI (Nutfield Early Language Intervention) NELI is an evidence-based oral language intervention for children who show weakness in their oral language skills and who are therefore at risk of experiencing difficulty with reading. The assessment informs us if the child is at expected for their age or requires intervention from trained NELI practitioners.

Ongoing Observation: All ongoing observations are used to inform weekly planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paper work. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing / making. Some observations are uploaded using Tapestry and shared with the supporting parents and carers and examples kept in individual files.

Assessment:

Phonic assessments are carried out every half term to quickly identify pupils that are not making expected progress. Our aim is for children to ‘keep up’ rather than ‘catch up’ where possible. Assessments are completed three times per year and shared with parents, whereby the Class Teacher updates the progress children have made. In Summer Term 2, the EYFSP is completed where teacher judge whether the child has met each of the 17 ELG’s. They will be assessed as either ‘emerging’ or ‘expected.’ Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher. Impact is also evident through our successful transitions into Year 1. EYFS staff have a good understanding of how ELG’s link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation - children leave the EYFS stage with the skills, knowledge and confidence to continue their journey as scientists, historians, artists and geographers.

 

 

Progression for Reception ready children.