Early Years Foundation Stage

Early Years Foundation Stage

In Cubs Class we believe that your child’s learning is a partnership between home and school and we offer a library of resources available for parents to use at home with their child. 

Please take a look at ' A Parents Guide'

This is a guide written for Parents to read about what to expect and when within the Early Years

 

Please take a look at the photographs showing a day in the life of a reception child in Cubs Class.

 

 
In our Ofsted Inspection in July 2016

Most children enter pre-school with skills and knowledge typical for their age. A small but increasing proportion enter with speech, language and communication needs. Children settle quickly and make good progress because activities are closely matched to their needs and interests. This good progress continues in Reception. In 2016, three quarters of the children reached or exceeded a good level of development.

Children who have special educational needs and/or disabilities make good progress. Well-trained staff effectively meet their speech, language and communication needs. The most able children particularly benefit from working alongside Year 1.

Pre-school and Reception work very closely together. This is of enormous benefit to children on many levels. For example, children regularly learn and play together. Younger children often learn more quickly because they watch and follow the example of older children. When the time comes to move to the older class, pre-school children are already familiar with the staff and their new surroundings. Equally, Year 1 pupils enjoy familiar surroundings and benefit by learning from the staff who know them very well.

Every day, children all come together for an energetic start. They learn to listen to instructions and move as a group: for example, quickly and cleverly forming circles, or changing direction in unison.

The structure and organisation of the day is clear to children, who quickly learn what is expected of them. Pre-school children know that they will start by discussing the morning’s activities, and making choices and decisions about what they do. They know that the ‘helper of the day’ will have extra responsibilities.

Children’s good understanding of themselves as learners enables them to reflect on their day. ‘I am proud. I learned to skip’ and ‘I had a go at my literacy and kept going’ were two typical comments.

Children’s personal development is strong. In pre-school, for example, children understand turn-taking. If an activity is popular and every position taken, they turn the timer over, signalling to those on the activity that they have a fair but fixed time left.

Inside and out, children enjoy many stimulating activities. They immerse themselves in the wide range of learning opportunities. They sustain interest and persevere until they master whatever skill they choose to pursue, such as shooting baskets. They practise alone and extend further skills taught by staff. For example, a technique taught to them to retell stories in pictures becomes a playground chalk map of a familiar and much-loved story.

Teaching is effective. Children respond well to the teacher’s high expectations, for example that they use ‘because’ not ‘cos’ when answering a question. Vigilant pre-school staff look for any and every opportunity to develop and reinforce children’s language. Skilled Reception class teaching assistants effectively support children’s learning because they are fully briefed on the day’s activities. Staff ensure children’s safety with constant vigilance and regular reminders, for example how to carry equipment. Occasionally, staff do not recognise when the most able children, particularly, understand and are ready to move on with their learning.

Learning journeys accurately track the progress of each child in each area of learning. Parents and children themselves add their own contributions. Parents particularly value the ‘workshops’, practical tips on how to support their children’s learning of key skills at home, including number and phonics.

Relationships with parents are very positive. School staff establish strong relationships earlier because they first meet parents when their children enter pre-school.

Leadership is very effective. All staff benefit from the leaders’ expertise. They share training, so that approaches used in Reception can start in pre-school. Staff collectively check each child’s progress, so all staff are aware of their achievements and next steps in learning. Clear plans exist to further develop provision, particularly encouraging children to be more willing to ‘have a go’ and offer their own ideas.

 

At Guyhirn Primary School we look at what  underpins learning and development in all areas and how your child engages with other people and the environment, supporting your child to be an effective and motivated learner.  We consider how your child learns through the Characteristics of Learning -through playing and exploring, active learning, and creating and thinking critically.

The Early Years foundation stage is split into Prime and specific areas of learning.

• The prime areas begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas continue to be fundamental throughout the EYFS.

• The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.

 

Prime Areas

Personal, Social and Emotional Development

Making relationships, Self-confidence and self-awareness and Managing feelings and behaviour

Physical Development-Moving and handling & Health and self-care

Communication and Language-Listening and attention, Understanding and Speaking

Specific Areas

Literacy- Reading and Writing

Mathematics –Numbers, Shape, space and measure

Understanding the World -People and communities,The world and Technology

Expressive Arts and Design- Exploring and using media and materials and Being imaginative.