Early Years Foundation Stage
(EYFS)
Intent
At Temple Grove Academy, we recognise that all children are unique individuals. We design our curriculum to recognise this, taking into account their prior learning and the diversity of their experiences.
Both our curriculum and the way we teach it ensure memorable experiences, that maximize opportunities for cross-curricular links and learning. An engaging and stimulating environment is vital – one that promotes challenge, exploration, collaboration, adventure and a real love of learning. It is our intent that all children develop physically, verbally, cognitively and emotionally in an environment which values all cultures, communities and people.
We understand that play is an integral part of learning, and this is at the heart of our Early Years’ curriculum. We believe that the correct mix of adult-directed and uninterrupted child-initiated play ensures the best outcomes for pupils. We are aiming for our children to develop interpersonal skills, build resilience and become creative, critical thinkers.
Warm and positive interactions between staff and children, consistent routines and strong partnerships with parents and carers are key. We recognise, that these are the bedrocks that Early Years’ education provides, the strong foundations upon which the rest of a child’s education is successfully based.
By the end of the Reception year, our intent is to ensure that all children make at least good progress from their starting points and are equipped with the skills, knowledge and understanding to ease their transition into Year 1.
Implementation
At Temple Grove Primary Academy, we meet the welfare requirements laid down in the Statutory Framework for the Early Years Foundation Stage and actively safeguard and promote the welfare of all our children. We recognise that children learn most effectively when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults who care for them. We aim to provide a setting that encompasses a safe and stimulating environment where children are able to enjoy learning and grow in confidence and independence.
The curriculum, which encompasses all Educational Programmes outlined in the Statutory Framework, is taught through half-termly topics which are enlivened with enhancements, trips and visitors. Topics are supported by rich, high-quality core texts. Children learn through a balance of child-initiated and adult-directed activities. The timetable is structured so that children have directed teaching during the day. These sessions are followed by small, focused group work. This allows the teacher to 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.
Planning is responsive to the children and therefore can be changed and adapted depending on children’s needs, interests and ideas. Children are provided with time to engage in exploration throughout the variety of experiences carefully planned to inspire and challenge them both inside and outside the classroom.
We work hard to create strong partnerships with parents and carers, acknowledging the importance of parental engagement – our parents and carers have a crucial role to play in their children’s education. Parents and carers receive weekly newsletters and half-termly topic webs to inform them of what their child is learning and, in Reception, weekly home learning letters to explain how they can support this at home. Parents and carers reportedly enjoy engaging in and contributing to their child’s learning through Class Dojos – an online learning journey platform.
Throughout Reception children are assessed in relation to their progress towards Development Matters and the Early Learning Goals. These judgements are based on accumulative observations and in-depth knowledge of the children acquired through ongoing assessment and the knowledge teachers have of their children. These ongoing assessments are used to inform each child’s next steps in learning and development (which we aim to address ‘in the moment’).
We provide effective and focused intervention for those children who are finding learning challenging and are not on track to meet expectations at the end of the year. This is provided in an inclusive way and support from parents is also enlisted at an early stage to ensure that the children have every chance to make a Good Level of Development by the end of Reception.
Impact
Children’s progress and attainment is measured across the year through formative and summative assessments which are based on the teacher’s knowledge of the child, the child’s folder-based learning journey, and observations recorded on Class Dojo.
We aim to match the National and Local Authority data for children achieving a Good Level of Development. Almost all our children make more than the expected steps progress from their starting points (children generally enter our Nursery with well below the expected level of development), with most achieving the Early Learning Goals, particularly in Literacy and Mathematics.
The impact of our curriculum can also be measured by the way in which our children are focussed, inspired and excited about their learning. We strive to ensure our children develop into positive, confident learners who are excited by new challenges and not deterred by difficulty. Children develop their Characteristics of Effective Learning and are able to apply their knowledge and skills to a range of situations, making links and explaining their ideas and understanding. They can confidently take risks and discuss their successes and failures with peers and adults drawing on their experiences to improve or adjust what they are doing. Thus, ensuring our children are Reception and KS1 ready.