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Early Years Curriculum and assessment (FS2) Mapplewell Primary School - 2021 /2022

In September 2020 as a school we were following the Early adopters EYFS Curriculum which has now become statutory for all schools across England from September

As a reception team we will continue to build on the amazing work from the previous learning and ensure that each children reaches their potential.

Our Curriculum is divided into 7 main areas of learning, each area is divided into sub-sections. The curriculum take pupils in EYFS from birth to 5 years old, working towards the Early Learning Goals.

All the areas of learning are important and are inter-connected. They work alongside the characteristics of learning

Our curriculum underpins all future learning by supporting the children’s personal, social and emotional wellbeing. It encourages positive attitudes and dispositions towards learning and promotes learning through play.

Our School Values also directly links to our school values.

Child-initiated learning through Play

Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and participating in play which is guided by adults.

Practitioners within our setting will decide what the children need to learn, following our HCAT Curriculum document, then deciding the most effective ways to teach it either through direct teaching, group work or enhancing the provision. We stimulate children’s interests, responding to each child’s emerging needs and guiding their development through positive interactions, alongside securing routines for play and learning.

When children move into the reception year, play within the provision continues to take place. However there is an increasing focus on more formal group and whole class teaching of the essential skills and knowledge in the specific areas of learning alongside this. Our provision supports each child's needs and enhancements ensure that all areas of the curriculum are covered during the year. Our HCAT Continuous provision document ensures the provision is resourced appropriately according to the needs of our pupils and building on from the skills taught in Nursery.

There are 4 guiding principles in the Early Years, which shape the Practice in an Early Years setting.

Every child is unique, they are constantly learning, they can be resilient, capable, confident and self-assured.

Children can be strong and independent through positive relationships

Children learn and develop well in enabling environments with teaching and support from adults, who respond their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents/carers.

The importance of learning and development. Children develop at different paces

Areas of learning

The EYFS Curriculum is divided into Prime and specific areas.

Prime Areas

During a child's time in FS2 the main priorities are the prime areas, then literacy and mathematics. As they enter reception class pupils continue their journey in these areas building upon previous skills and working towards the Early Learning Goals.

Communication and Language. (Listening and attention and Speaking)

Physical Development (Fine and gross motor skills)

Personal, social and Emotional Development (Managing self, self-regulation and building relationships)

Specific areas

Literacy (Comprehension, Word reading and writing)

Maths (Number and numerical pattern)

Understanding of 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)

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

Assessment in the Early Years

Ongoing assessments plays an important in the shaping of learning to meet the needs of all pupils. Through observations practitioners develop a clear understanding of a child’s achievements and next steps in learning.

Observations are recorded on Early Essence and linked to the characteristics of learning and the appropriate objectives in each area.

At Mapplewell Primary we use Objective-led planning to ensure pupils are moved forward in their learning through observing and supporting play using scaffolding and questioning.

Early Years Profile

Each child’s level of development must be assessed against the early learning goals at the end of the year. Practitioners must indicate whether children are meeting expected levels of development, or if they are not yet reaching expected levels (‘emerging’) in each area of the Curriculum.

Year 1 teachers are given a copy of the Profile report to support a child’s next step in learning. They will also discuss the characteristics of learning.

Example of ELG in Comprehension

- 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 recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

Government Baseline Assessment

The Reception Baseline Assessment (RBA) is a short assessment, taken in the first six weeks in which a child starts reception. It is based on mathematics and language, communication and literacy. It will be used by the government to measure progress from Reception to Year 6.

Building Positive Relationships with Parents/Carers

Working as a team to support your child is extremely important for your child's progress and development. We really value each of you and want to ensure that we have positive relationships, through effective communication, listening to your concerns and valuing your views. We will work together to solve any issues and involve you in your child's learning journey as much as possible.

Communication and home-learning

We use Arbor as a school to send e-mails, text messages and to book on any clubs, trips and to pay for events.

Twitter is a huge part of our communication and gives parents the opportunity to see learning during the day.

Seesaw is used to share home-learning activities on a Friday and keep you informed with different events etc. We are also going to be aiming to add at least one photographs linked to your child's learning journey on their each week. It is also a great platform for you to share your child's interest at home or any achievements/ milestones. This will then form part of their Early Years learning journey.

Our new notice board which will be outside will include key information including key workers, events and workshops.

General information

Home-Learning will be added to Seesaw on a weekly basis on a Friday, starting this week. We will also send home or put onto twitter the new sounds which your child is working, this will also include how to form letters accurately and the rhymes which we use.

A reading book for you to share with your child will be sent on a Friday each week, this will also include a reading diary for you to record when you have read a story to your child. When your child is ready to bring one of our RWI ditty books and reading books home, we will send this home on the same day. Please ensure books are returned on a Thursday so we can prepare books to take home on the Friday.

Thank you for your time, if you do have any questions we are always available at the end of the day to phone or you can send a message to contact you through Seesaw.