The EYFS seeks to ensure that whichever setting parents choose, they can be confident that their child will receive a quality experience that supports their development and learning from birth to the age of five.
Recognises that every child is a competent learner from birth who can be resilient, capable, confident and self-assured. The commitments are focused around development; inclusion; safety; and health and well-being.
Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. The commitments are focused around respect; partnership with parents; supporting learning; and the role of the key person.
The environment plays a key role in supporting and extending children's development and learning. The commitments are focused around observations, assessment and planning; support for every child; the learning environment; and the wider context - transitions, continuity, and multi-agency working.
Recognises that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter-connected.
All planning and assessment in our Early Years is centered around these principles, ensuring that children are provided with experiences that meet their individual needs in ways that are meaningful to them.
There are seven areas of learning and development that must shape practice in Early Years settings. 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.
The areas are provided continuously so that children can develop their knowledge in areas that interest them. The areas are enhanced throughout the year with activities and resources linked current topics.
The outdoor play area is available for children to use when they are accessing continuous provision. The activities mirror those taking place indoors, on a larger, noisier and sometimes messier scale!
an all-weather area with large canopy and soft pour safety flooring.
a large grassed area with willow house, tyre obstacle course and wooden fort.
an outdoor music station for children to explore different sounds.
A balance is created between adult led activities and child initiated activities to ensure that children meet their stages of development.
During child initiated time children can choose to engage with activities in any area and are encouraged and supported to access the resources independently. Adults model skills and extend learning as appropriate. Activities are provided to engage, inspire and support children’s development. These are age appropriate throughout our Early Years.
Adult led activities may include focused small group work, one to one activities and activities within continuous provision. These are age appropriate throughout our Early Years. Some examples include: phonics and mathematics sessions, fine motor activities, sensory play, song time and topic sessions.
All children are assessed upon entry into our Early Years against the Development Matters age-related statements and Early Learning Goals and these assessments are ongoing throughout their time in our Early Years Unit.
The Reception children are assessed using the Early Years Foundation Stage profile throughout the Reception year to track and monitor their progress and learning styles.
When a child is aged between two and three, a progress check is carried out and a meeting is arranged where staff can provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check identifies the child’s strengths, and any areas where the child’s progress is less than expected.
If there are significant emerging concerns, or an identified special educational need or disability, a targeted plan to support the child’s future learning and development is created. This will be developed with parents and/or carers and other professionals as appropriate.