Welcome to the Early Years Foundation Stage!
Our topic this half term is:
Once Upon a Time...
Medium Term Plan
Welcome back to all of our children!
We are pleased to welcome you to the EYFS page of our school website. Our aim in the EYFS is to help you and your child to settle into school life so that your child’s first experience is good. We aim to work with you as partners in the education of your children. You will from time to time, be invited to the school to discuss your child’s progress and also hear about our approach to the curriculum. As a Church School we see every child as a unique individual and aim to bring out the very best from each child within a caring Christian environment. Our main aim is that children, parents and carers feel happy, secure and valued so our children can progress confidently and happily through their school life.
In Nursery we have children who attend either a morning session, an afternoon session or who are part of our Seedlings wrap around group.
Seedlings children either attend all day on a Monday and Tuesday and a Wednesday morning, or the attend on a Wednesday afternoon, all day Thursday and all day Friday. Seedlings stay for their lunch at school 2 days per week and bring a packed lunch for dinner.
Staff in Nursery
Mrs Saville (Teacher)
Mrs Roose (Teacher)
Miss Rowley (Nursery Nurse)
Mrs Michie (Nursery Nurse)
Our Reception children are aged 4 and 5. They are split into 2 rooms - Reception 1 and Reception 2.
Staff in Reception
Miss Gillespie (Reception 1 teacher, EYFS lead and Assistant headteacher)
Miss Lunn (Reception 2 teacher)
Mrs Gavaghan (Nursery Nurse)
Mrs Butterfield (SEN teaching assistant)
Mrs Whitfield (SEN teaching assistant)
We have set up Amazon wish lists to help us to enhance our library and classroom reading areas. If you would like to purchase anything from our class wish lists, please click on the links below.
Any purchases would be greatly appreciated, thank you!!
Ways in which you can support your child’s learning at home.
Home and school both play a vital role in the education of children. We like to work alongside parents to teach children the skills that they will need throughout their life. We will provide your child with a book bag and reading book when we feel that they are ready, please share this book at home with your child and record comments in the reading record provided.
- Share stories together and talk about your child likes.
- Encourage him/her to draw, colour, write and use scissors.
- Share music and songs with your child.
- Begin to teach him/her to put on and take off coat, socks, shoes and other clothes.
- Talk together and share conversations.
- Encourage your child to ask questions and talk about what they are doing.
- Teach him/her to use the toilet properly and to wash hands afterwards
- Point out numbers and words in the environment - in shops, on buses etc.
- Sing Nursery rhymes and number songs.
- Crocodile snap is a great resource for strengthening fingers and getting ready for handwriting - https://www.youtube.com/watch?v=N6kPcQSSsEY
- Topmarks is a great website for free maths games - https://www.topmarks.co.uk/
- Phonics Play is a great website with some free phonics games - https://www.phonicsplay.co.uk/
Each time a child reads at home and a parent records this in their planner, they make a move on our reading race. When they get to the finish line the get a special prize! Our children love moving their car on the race.
EYFS Curriculum Intent Statement
Intent - Why do we teach what we teach?
At St Giles CE Academy we place great value on the development of children as individuals and providing them with the skills, knowledge and understanding they need to prepare them for the challenges in Key Stage One and beyond. Our aim in the EYFS is to build strong foundations rooted in academic success as well as moral and spiritual development, so that ultimately our pupils can be successful in their lives, go on to be active citizens of society and happy, curious life-long learners.
Our curriculum is therefore the cultural capital we know our pupils need so that they can gain the knowledge, skills and understanding they require for success. They can only do that if we embed the right habits for learning through the Characteristics of Effective Teaching and Learning – Play and Exploration, Active Learning and Creative and Critical Thinking.
Through our creative curriculum, we teach children how to listen, speak and meet the high expectations for behaviour by working together and being kind. As such, we prioritise personal, social and emotional development and communication and language in the Nursery curriculum. Our enabling environment and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration. As the pupils move into Reception, we invest time and energy into helping pupils set and reflect on their own goals by aiming high and developing a love of reading, writing and number. This is delivered through a holistic curriculum which maximises opportunities for meaningful cross-curricular links and learning experiences as well as promoting the unique child by offering extended periods of play and sustained thinking following children’s interests and ideas. We value imagination and creativity and seek to create a sense of enjoyment and fascination in learning through a vibrant continuous indoor and outdoor provision, alongside trips, visits and external visitors.
Implementation - How do we teach what we teach?
Pupils learn through a balance of child-initiated and adult-directed activities. The timetable is carefully structured so that children have directed teaching in maths and phonics every day at their level. This is very play based and practical in Nursery, leading to more structured adult led sessions in Reception. Regular circle time sessions focus on PSED and C&L development. These sessions are followed by group work where children work with a member of staff to develop their individual needs. This focused group time means the teacher can systematically 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.
Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned in a cross-curricular way to enable all aspects of the children’s development including understanding the world and expressive art and design as well as to promote sustained thinking and active learning.
Children follow the Letters and Sounds document for their Systematic phonics lessons which is continued into KS1 so that they meet good outcomes for reading. Children are provided with a language rich EYFS environment where their reading skills are developed through guided, group sessions and access to reading material in provision to foster a love of reading.
We follow the White Rose Maths approach in Reception with an emphasis on studying key skills of number, calculation and shape so that pupils develop deep understanding and the acquisition of mathematical language. Pupils learn through games and tasks using concrete manipulatives which are then rehearsed and applied to their own learning during exploration. Nursery pupils begin to develop these key skills during maths sessions which are both adult led and through continuous provision where they explore sorting, quantities, shape, number and counting awareness. These early mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts.
Our inclusive approach means that all children learn together but we have a range of additional intervention and support to enhance and scaffold children who may not be reaching their potential or extending children who are doing very well. This includes, for example, Ginger bear, and our Nurture group with some of our vulnerable children or additional ‘catch-up’ provision in Maths and Phonics. Staff also carry out daily, quick, on the spot intervention focused on sight words, blending and number retention with target individuals. The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations of children.
Our regular monitoring of teaching and learning ensures that our curriculum is up to date and focussed on children’s interests. We regularly meet to discuss judgements, moderating assessment decisions and discussing individual children so that every member of our team feels confident in making accurate judgements about where individual pupils are and their next steps for learning.
Impact - How do we know what pupils have learnt?
Our curriculum needs to meet the needs of all our children, including our disadvantaged pupils and those with SEND, so we spend time looking at and evaluating how children are learning. This is achieved through talking to children, looking at their work, observing their learning experiences and analysing data and progress by year group, class, groups and individuals. Every member of staff uses ongoing observational assessment to identify children’s starting points and plan experiences which ensure progress. This information is tracked on Tapestry and Insight Tracking which enables us to measure our starting points against a national data set. We use this information on a weekly basis to plan learning experiences and next steps so that knowledge and skills are built cumulatively. During each assessment window, three times a year, teachers update the progress children have made onto Insight Tracking which allows us to assess the impact of teaching and evaluate next steps in teaching and learning. Evidence of children’s learning including observations, work samples, photographs and contributions from parents are recorded on Tapestry journal online which we share with children in weekly Home Learning sessions.
Our curriculum and its delivery ensure that children make good progress. During their time in our EYFS, children make rapid progress so that we meet the national expectation for GLD at the end of the year. Pupils also make good progress toward their age-related expectations before transitioning into Year One. We believe our high standards are due to the enriched play-based exploration alongside the rigour of assessment and teaching the children have as they move through the early years – a rich diet of balanced learning experiences is undoubtedly the best way to develop happy, curious children.
Our Learning Journey