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EYFS Overview

At Caroline Haslett we are determined to foster an environment that enables our youngest learners to be happy and motivated. We aim for children to be excited, enthused and to think and work creatively. We nurture children in order for them to feel secure, valued and respected. This enables them to flourish both socially and academically.

The Early Years Foundation Stage Curriculum 

The Early Years Foundation Stage (EYFS) sets the standards for learning, development and care for children from birth to five.

The statutory framework for the Early Years Foundation Stage contains the legal requirements and statutory guidance which we follow.

There are four overarching principles for the EYFS. These are:

  • Every child is a unique child

  • Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. 

  • Children can learn to be strong and independent through positive relationships.

  • Children learn and develop well in enabling environments in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents or carers.

Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in the early years including children with special educational needs and disabilities.   

Learning and Development

There are seven areas of learning and development.

All areas are important and interconnected.

The prime areas are:

  • Communication and Language-  Encouraging talking and listening 

  • Physical development - Physical control, mobility, awareness of space and manipulative skills in indoor and outdoor environments. Establishing positive attitudes towards a healthy and active way of life. 

  • Personal, social and emotional development- Learning how to work and play, co-operate and function in a group, develop personal and moral values, understand themselves and others.

The children are also supported in four specific areas, through which the prime areas are strengthened and applied.

These specific areas are:

  • Literacy- encouraging children to be confident and independent readers and writers.

  • Mathematics- Mathematical understanding and the foundations of Numeracy, with a focus on practical maths.

  • Understanding of the world - Finding out about the world around them, other people. These become a foundation for History, Geography, Technology and Science

  • Expressive arts and design- The development of imagination and the ability to communicate and to express ideas and feelings in creative ways.  

We consider the individual needs, interests and stage of development of each child in our care and use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development.   

At the end of the year an EYFS profile is completed for each child. Each child is assessed in relation to the 17 Early Learning Goal (ELG) descriptors. 

The Foundation Stage setting at Caroline Haslett has a self-contained, well planned outdoor area with spaces for sand play, water play, digging, running, bike riding, writing, reading and general play. The children have access for free-flow between the outdoor and indoor areas.

Play underpins the delivery of all the EYFS. Young children learn most effectively through structured play. We plan to ensure all seven areas of development are covered in an interesting, stimulating and supportive framework. We make sure the children progressively develop their skills and knowledge throughout this phase of their school life. The children are taught directly and also have a choice of planned activities so that they are able to develop independent learning habits. We actively encourage them to initiate their own activities. 

We are very fortunate to have a large indoor and outdoor area for them to use and explore.

Indoors                                    

  • Reading area

  • Role play area

  • Small world

  • Construction area

  • Writing table

  • Fine and gross motor 

  • Maths and Puzzle table

  • Art table/messy play

  • Junk modelling

Outdoors

  •   Bikes and scooters

  •   Climbing equipment

  •   Play houses

  •   Reading den

  •   Wildlife/wooded area

  •   Water play

  •   Sand play

Home- School partnership  

We endeavour to foster strong links between home and school from the start. This has a positive impact on children’s development and learning. A successful partnership needs a two-way flow of information. This is most often done informally on a day to day basis after school, as well as through more formal consultations. Parents will also receive occasional photos through Tapestry.

Tapestry is an easy to use online journal, Tapestry helps our school and parents to record and celebrate children’s progress and development. Recent guidance has encouraged us to change the way in which we use Tapestry but we will aim for parents to receive half-termly photos of something special that they have been involved in at school.

A Typical Day in Foundation Stage

Gate opens at 8.35am and closes promptly at 8.50am

(Children go to the playground until 8.50am) 

8.50 -9.00 Into class. Greet, circle time, early work, story and registration

 09.00 -09.30 Lesson (Usually Phonics)

 09.30 - 11.20 Continuous Provision (Busy time/ Play time)

                      Children access activities in all areas, ‘free flow’ indoor and out

                      During this time children will be offered milk and a fruit snack (provided by school)

11.20 - 11.50 Lesson (Usually Maths or Literacy)

11.50 - 12.00 Story 

12.00 - 1.00 Lunchtime / Playtime

 1.00 - 1.10 Register, story

 1.10 - 1.30 Lesson (Usually Understanding the World, PE, Music, PSED etc.)

1.30 - 2.30    Continuous Provision (Busy time/ Play time)

                      Children access activities in all areas, ‘free flow’ indoor and out

                      During this time children can eat snack (provided from home i.e. apple, banana)

2.30 - 3.00 Get ready for hometime. Story/singing/circle time

This is an example of a typical day. Of course not every day will look exactly like this. 

Lunch

All the children are entitled to a universal infant free school meal. Alternatively you can supply a lunchbox for your child from home. No fizzy drinks or sweets please and absolutely no nuts. The children are encouraged to have water throughout the day.