By David Roberts (Action Starter) on Tuesday, September 15, 2015 in Uncategorized. No Comments

When children start school in reception they follow the New Early Years Foundation Stage guidance.

The children undertake a vibrant, motivating, balanced curriculum that takes account of abilities, aptitudes and physical, emotional and intellectual development. At Bournville Infant School, we aim to make this exciting and enjoyable.

Each unit of work for each subject is mapped out term by term. Visitors and visits are planned to help make learning fun, so that pupils are happy and successful.

The Early Years Foundation Stage

The Early Years Framework states that every child deserves the best possible start in life enabling them to fulfil their potential. The Early Years Foundation Stage sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe.

It promotes teaching and learning to ensure children’s school readiness and gives them a broad range of knowledge and skills that promote the right foundation for good future progress through school and life.

There are four principles underpinning the Early Years Foundation Stage.

  • The first is the ‘Unique Child’. Every child is unique, constantly learning, being resilient, capable, confident and self assured and it is important the provision we offer responds to children’s ideas and interests.
  • The second is ‘Positive relationships’. Children learn to be strong and independent through high quality interaction with adults and peers. The role of both teachers and teaching assistants is vital to ensure children’s learning is moved forward. We do not underestimate the valuable contribution you as parents make to your child’s education and growth. There will be many opportunities for you to be actively involved in your child’s learning journey and I will go through a few of these later.
  • Thirdly is the ‘Enabling Environment’. Children learn and develop well in a stimulating and well resourced environment which responds to their individual needs. We provide provision both indoors and outdoors which support and enhance children’s learning.
  • Finally ‘Learning and Development’. Children develop and learn in different ways so it is important that teachers ensure there are challenging and playful opportunities across the areas of development.

The learning and development requirements comprise of:

  • The seven areas of learning and development (the subjects)
  • The early learning goals which summarise the knowledge, skills and understanding that the children should have gained by the end of the Reception Year.
  • The assessment requirements, reporting your child’s development at the end of the academic year.

The Areas of Learning and Development

There are seven areas of learning and development that shape our curriculum.

All areas of learning and development are important and inter-connected.

Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the PRIME areas are:

  • Communication & Language
  • Physical Development
  • Personal, Social & Emotional Development

There are also four SPECIFIC areas, through which the three prime areas are strengthened and applied. These are:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

Communication and language development involves giving the children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations.

Physical development involves providing opportunities to be active and interactive and to develop their co-ordination, control, and movement. They need to understand the importance of physical activity and to make healthy choices in relation to food.

Personal, social and emotional development involves helping children to develop a positive sense of themselves and others, and to form positive relationships and develop respect for others. Also to develop social skills and learn how to manage their feelings and behave appropriately. To have confidence in their own abilities.

Literacy development involves encouraging children to link sounds and letters and begin to read and write.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces and measures.

Understanding the world involves helping children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design involves the children exploring and playing with a wide range of media and materials as well as providing opportunities to share their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.

Each area of learning and development is implemented through planned, purposeful play and through a mix of adult led, adult initiated and child initiated activities.

Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play and by taking part in play which is guided by adults.

  • Adult directed activities involve the teacher working directly with the children to teach a skill and concept. From this planned
  • Adult initiated activities are provided whereby the children have access to resources and are given suggestions on how to use them to further develop their learning. Finally there are
  • Child initiated activities where children access self selected resources to extend their own learning interests.

Through all these activities the role of the adult is paramount to ensure learning is taken on through targeted questioning.

Assessment at the end of the EYFS

The children’s level of development in the seven areas is assessed against the EARLY LEARNING GOALS. In each of these goals the children are assessed as meeting expected levels of development, exceeding expected levels or not yet meeting expected levels (emerging).

The Early Learning Goals

In Personal, Social and Emotional development children are encouraged to play cooperatively, taking turns and sharing. They develop positive relationships with adults and other children showing sensitivity to other people’s needs and feelings. Children are encouraged to develop independence and confidence.

In Communication and Language children develop their speaking and listening skills, communicating effectively with others.

In Physical Development children move confidently with good control and have an understanding of the importance of good health and physical exercise. They are able to talk about different ways to keep healthy and safe.

In Literacy both reading and writing are covered. Children are able to read and understand simple sentences using their knowledge of phonics. They are able to demonstrate an understanding of what they have read. They can write simple sentences with some words spelt correctly and other words by applying their phonic knowledge.

In Mathematics children can read, write, order and count to numbers to 20 and add and subtract using apparatus. They are able to use everyday language to talk about size, weight, capacity, position, distance, time and money. Children can use mathematical language to describe both 2D and 3D shapes.

In Understanding of the World children can talk about past and present events in their own lives. They know about similarities and differences between themselves and others, objects, materials and living things. Children can recognise that a range of technology is used in different places and they can select and use technology for particular purposes.

In Expressive Arts and Design children can sing songs, make music and dance. They can use a range of materials, tools and techniques experimenting with colour, design, texture, form and function. They can represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

There are many different ways you can take part and contribute to your child’s learning journey to achieve these goals.

  • Reading Evening – September
  • Phonics Workshops – October
  • Play and learn sessions. These sessions will be once a half term. They will run from 8.50 am to 10.00am. It will be an opportunity for you to spend time with your child in their classroom, experiencing the ‘learning’ they have done in school during that half term.
  • Superheroes Workshop focusing on creative activities in Spring
  • Maths trail in Summer

The topics we are doing provide a context for the children’s learning. These, however, are a starting point with the children’s needs and interests leading the way. There will an information sheet sent home each half term outlining the learning for that half term.

  • All About Me
  • Under the Sea
  • Traditional Tales
  • In the Garden

You can view Reception School Long Term Planning here.

No Comments Yet

You can be the first to comment!

Sorry, comments for this entry are closed at this time.