EYFS Curriculum Implementation
We keep parents informed and we meet regularly with parents and carers to ensure children’s transition into school and through EYFS is happy and allows them to reach their potential with the support needed. This includes transition visits, 1:1 parent-teacher meetings in the first two weeks of school, parents consultation evenings, parent workshops, stay and play, come and read, weekly newsletters, tapestry learning journal.
We have an engaging curriculum that is child centred and is based upon ‘wow’ experiences and topics that engage the children. We encourage active learning to ensure the children are motivated and interested. We take time to get to know the children’s interests to support learning.
All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balance and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the curriculum:
These seven areas are used to plan children’s learning and activities. 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.
We ensure activities support the Characteristics of Effective Learning to ensure learning takes place.
These are:
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 most weather conditions.
Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collected in each child’s learning journey which is built up through Tapestry observations as well as their ‘wow’ work books. We assess each half term where the children are using the development matters and then ensure our planning, adult interaction and learning environment supports the children to reach their next steps. Staff support transition into Key Stage One. Preparing children for Year One with a focus on a progressive curriculum, visits to their new class, meeting the teacher and ensuring environments are similar at the end of Reception and the start of Year One.