EYFS

Please see below our EYFS Curriculum statement:

EYFS

Reception have been working extremely hard since starting school in September. They have been enjoying daily phonics and number time sessions, along with learning through their interests and exciting topics. In PE lessons they have learnt a variety of skills such as gymnastics, dance and basic throwing and catching skills.  We are so lucky that we can take our learning both indoors and outdoors. The children have loved exploring and sharing adventures  indoors and outdoors. All this super playing is supporting their imaginative play and giving them the opportunity to form a narrative.

With the children enjoying daily phonics they are beginning to apply these skills in other areas. Writing in a variety of ways such as labels, letters, short words and even having a go at super sentences. It is fantastic to see their enthusiasm to write. Reception are also off to a flying start with their reading. They are beginning to segment and blend new words that they come across,  and they are starting to recognise tricky words and beginning to build up fluency.

All these new skills that they have learnt along with making new friends, have helped them to grow in confidence and independence.

Please click on the links below which give some information on the EYFS framework and activity ideas to support learning.

https://www.gov.uk/government/publications/early-years-foundation-stage-framework Framework

The Statutory Framework for the Early Years Foundation Stage provides the structure for our curriculum and approach. We use the four guiding principles to shape our practice:

·     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 and/or carers; and

·     children develop and learn in different ways and at different rates.

The framework covers the education and care of all children in Early Years provision, including children with special educational needs.

Curriculum

There are seven areas of learning within the Early Years curriculum these are broken into 3 prime areas and 4 specific areas.

Three prime areas:

Communication and Language

Physical Development

Personal, Social and Emotional Development

 

Four specific areas:

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

Use the following link to find out more about the curriculum in Early Years;

https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook

GLD

GLD stands for ‘Good Level of Development’. This refers to a summative assessment judgement which is made for each EYFS child at the end of the Reception year. It is a measure of attainment, not progress. Achieving a good level of development will help a child to make a good start in Year 1.

How is GLD (Good Level of Development in Children) Defined?

Children are defined as having reached a Good Level of Development at the end of the EYFS if they have achieved at least the ‘expected‘ level within:

  • Prime Area: Personal, Social & Emotional Development (PSED)
  • Prime Area: Physical Development (PD)
  • Prime Area: Communication and Language (CL)
  • Specific Area: Literacy (L)
  • Specific Area: Mathematics (M)

There are two further Specific Areas of Learning:

  • Expressive Arts & Design (EAD)
  • Understanding the World (UtW)

These two further areas are evaluated in the EYFS Profile but are not required to achieve a GLD.

How is GLD Measured?

Children are judged to be either at an ‘emerging’, ‘expected’ or ‘exceeding’ level of development in relation to the Early Learning Goals.

Point scores are awarded as follows:

  • Emerging (not achieving the expected outcomes of development) = 1
  • Expected (firmly achieving the expected outcomes of development) = 2
  • Exceeding (achieving above the expected outcomes of development) = 3

For a child to attain a GLD they must score 2 or more in all of the ELG areas identified above.

Learning

Learning in the Early Years is inspired by the children’s interests. We spend our time observing children and getting to know every one of them as an individual. This information is then used to plan learning opportunities which not only excite and engage the children, but also meets their individual needs. Children are encouraged to lead their own learning by choosing from a variety of interactive, open ended activities in both the indoor and outdoor spaces.

The following websites have excellent activities for your child to access, or feel free to speak to the staff in Early Years to find out more about how to support your child with their learning;

https://www.topmarks.co.uk/

www.crickweb.co.uk/early-years.html

www.primaryresources.co.uk

http://www.bbc.co.uk/schools/web

 

Preparing your child for school

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