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Hooe Primary Academy

'Happy, Passionate about learning and Ambitious'

EYFS

The Foundation Stage at Hooe Primary Academy

Curriculum Statement 2021

‘The EYFS is a distinct and important phase in education. It places an equal priority on supporting children’s social and emotional development and their learning. The early years are the crucial time for developing children’s enjoyment of learning, their engagement and motivation.’

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

Working with the revised Early Years Foundation Stage Principles in to Practice. Julian Grenier 2020

Intent

Our intent is to recognise that each child is unique and that we can respond to their learning preferences, interests and individual experiences. We intend to establish and maintain positive relationships with each child and their families and carers to enable the maximum support in their development. We intend to provide stimuating learning environments and rich learning opportunities. We intend to build on and develop each child's learning through the characteristics of effective learning: playing and exploring, active learning and creating and thinking critically.

Implementation

We plan a careful transition involving parental meetings and play and stay visits for the incoming children in the summer term. We visit the children at their various pre school providers or make contact with the settings to discuss how best to provide for each child’s transition. We invite each child into school for an individual visit to meet the staff, familiarise them with their new setting and through informally talking with them and their parents get to know the interests, needs and individuality of each child to establish initial positive relationships. If required we offer and have additional meetings and visits for any child. This is especially so for children with a special educational need or who are 'early alert' children. We also use transition documents including a photo booklet about school and an 'all about me' booklet to familarise staff with each child and to enable staff to respond appropriately to children’s interests to organise the resourcing and activities especially in the first few weeks of school.

We have a part time attendance for the new children during the first two weeks of the September term, this is to ensure that the staff can get to know each child, establish routines calmly and with support and be mindful that the children are not overwhelmed mentally and physically by the demands of the school day. It also enables the staff to carry out baseline assessments which can be informative for future planning and learning. Through communication with parents we can extend this 'part time' period if required.

We use the areas of learning to underpin our curriculum and learning opportunities : Personal, social and emotional development, physical development, communication and language- known as the 'prime areas of learning'. Additionally: Literacy, mathematics, understanding the world and expressive arts and design, known as the specific areas of learning. The learning is carefully planned to reflect the children’s development and is also reflective of the ‘building blocks’ required for future learning as the children progress through school.

We provide the children with a broad range of opportunities to engage and learn. There are adult lead and directed learning opportunities, child initiated learning and reinforcement of new skills through free flow and the Foundation unit's continuous provision, whole class sessions, group learning and independent learning through following their own curiosities and interests.

We have provision for indoor and outdoor learning which is utilised for many areas of learning.

We encourage the children to be: independent through providing resources that are easily accessed and with adult encouragement to 'try it themselves', confident with a 'have a go' attitude, show developing resilience by staying with a task for longer periods of time, even though it may be a little challenging and to have fun and enjoy school and learning by providing interesting, relevant and stimulating learning experiences.

Impact

By the end of the summer term we aim to have children who are 'year 1' ready, familiar with school routines and expectations, confident in themselves, have a positive attitude towards others, have achieved in line with developmental expectations and many with a greater depth of learning and are happy and proud to be part of Hooe Primary Academy.

How do we measure impact?

  • Continual use of observations linked with development matters and the early learning goals.
  • Regular phonics assessments.
  • Moderation between the FS team and phase 1 team, school subject coordinators, within the Horizon MAT and with the local authority.
  • Lesson observations from SLT.
  • Displays, work/ observation examples, photographic examples monitored by subject co-ordinators.
  • Parental feedback.
  • End of year reports and EYFSP/ GLD data.
  • IEP reviews.
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