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Early Years Foundation Stage Curriculum and assessment Worsbrough Common Primary School

"Developing a respectful, responsible and resilient community. Empowering articulate, confident and independent individuals who have the skills and are ready for life-long learning."

The Early Years Foundation stage curriculum at Worsbrough Common Primary school aims to build on what children already know and can do and ensures that no child is excluded, or disadvantaged. The curriculum is bespoke for the children who attend our foundation stage, their families and the local community. we are proud of the start we give to all children in EYFS as they join our school. The Foundation Stage is a discrete and very special phase and is concerned with the development of “the whole child”, each area of development closely and often seamlessly intertwined together as children learn and develop following a play based curriculum.

This year we made the decision to become Early Adopters of the new EYFS Framework which will become Statutory in September 2021. This framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

The framework outlines seven areas of learning and development that must shape educational programmes in early years settings.

The three “Prime” areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.

  • 'Communication and language' (Listening and Attention and Speaking)
  • 'Personal, Social and Emotional development' (Managing Self, Self Regulation and Building Relationships)
  • 'Physical development' (Fine Motor and Gross Motor)

We also support children in four specific areas, through which the three prime areas are strengthened and applied.

  • 'Literacy' (Comprehension, Word Reading and Writing)
  • 'Mathematics' (Number and numerical pattern)
  • 'Understanding the World' (Past and Present, People, culture and communities and the Natural World)
  • 'Expressive Arts and Design' (Creating with Materials and Being imaginative and Creative)

All of the above areas of learning are connected together. Woven through these are "The characteristics of effective teaching and learning" . These characteristics develop as children learn to do new things, acquire new skills, develop socially and emotionally, and become better communicators. The three characteristics of effective teaching and learning are:

  • playing and exploring - children investigate and experience things, and ‘have a go’
  • active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things

Worsbrough Common Foundation Stage environment provides a rich and stimulating setting which offers a balance between child initiated and adult led group time activities. Most children play spontaneously although some may need adult support and it is through play that they develop intellectually, creatively, physically, socially and emotionally. Children are challenged through interactions in provision using objective led planning which ensures no child’s potential is capped. Resources and provisions which are available are continually adapted according to the needs of the children through a termly analysis of data looking at gaps and strength. This provides a bespoke environment for the children in the setting.

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The EYFS curriculum has been developed to be consistent with the educational programmes set out in the EYFS and has links to the HCAT KS1 curriculum. Yearly overview plans are utilised effectively to map out skills to be delivered and taught across the year through pupil led learning. The curriculum is reviewed regularly to ensure that children receive a curriculum which is effective in preparing children for the next phase in their learning.
A comprehensive mathematics and literacy curriculum is taught through focussed carpet inputs and then embedded through the wider curriculum and through positive interactions in child initiated play using Objective Lead Planning. Childrens objectives are carefully planned and matched to the developmental age of pupils and based on firm assessment and understanding of pupils’ prior knowledge and gaps in learning or next steps.

Children are taught to read through The Letters and Sounds Phonics Programme

Synthetic phonics has been proven to be the most effective approach to developing early reading proficiency and at Worsborough Common we believe this is the best way to introduce children to the joy of reading.
Daily phonics sessions are introduced in FS1, with a focus on listening games and distinguishing between sounds. We understand that these skills are vital and should continue to be developed throughout KS1 and KS2. This skill develops children’s abilities to listen to, make, explore and talk about sounds.
In FS2 children cover Phase 2, 3 and 4 phonics. At the end of their time in foundation stage children should be able to read and understand simple sentences which include the sounds they have been taught.
Our reading book system is matched to the phonic development of the children and so children can use their phonic skills to practise reading.

Assessment in the Early Years

Assessment plays an important part in helping parents, carers and practitioners recognise children’s progress, understand their needs and plan activities and support. Ongoing assessment is an integral part of the learning and development process. It involves practitioners knowing children’s level of achievement and their interests and then using this knowledge to shape teaching and learning experiences for each child. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents and carers share. At WCPS Objective-led planning is used to ensure pupils are making progress by observing and supporting play using scaffolding and questioning.
we use Early Essence as a tool to record observations of children's learning. These observations are linked to Development matters and the characteristics of effective learning. We encourage parents to interact with these observations, leaving their own comments about what children can do and how they have continued their learning at home. Parents can contribute their own evidence of childrens achievements either through hobbies, when playing at home, or in any other after school activities, This helps practitioners to gain a clearer picture of the child working closely with parents.
In the final term of FS2 the EYFS Profile is completed for each child. The Profile provides parents and carers, practitioners and teachers with a wellrounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1. The Profile reflects practitioners’ own knowledge and professional judgement of a child to inform discussions with parents and carers
Year 1 teachers are given a copy of the Profile report and a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective teaching and learning. These help inform a dialogue between reception and year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in year 1.

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Created with an image by joduma - "sun children drawing image"