Welcome to our Early Years Foundation Stage- get ready to learn lots and have fun whilst you do it!

As stated in the EYFS document, we believe that every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. Here at Leamington we aim to ensure that children learn and develop well and are kept healthy and safe. We follow the Early Years Foundation Stage guidance and our curriculum is broken into 7 areas of learning. All areas of learning and development are important and inter-connected. These areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

PSED

We learn each day from each other and each week we have time to reflect at Jigsaw time. We enjoy meditating, yoga and peer massage. We follow the Key person approach which helps our children to settle, form secure attachments and learn. Children are taught how to work as a team, take turns, form relationships and friendships. For some children this comes naturally. Other children need extra support and we do this through Lego Therapy and Time to Talk. We welcome our children into a warm and loving environment and they love to be in school. Staff make mistakes and the children know that this is ok, in turn they are confident and resilient. All children are treated as individuals, there is no one size fits all at Leamington.

 

By the time children leave Reception the expectations are that:

  • Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
  • Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
  • Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

 

Physical Development

How lucky are we?

Our resources both inside and out build on many skills support our gross and fine motor development. Children develop core muscles and upper body strength by using our water pump, climbing wall and monkey bars. They show balance and coordination on the beam and love to go digging in the mud kitchen and exploring in our sand den. As well as this we continue to challenge and develop the children’s fine motor abilities. We do this through planned and child led opportunities for dough dancing, threading, construction and creative play. Each week we are fortunate enough to have LSSP deliver exciting P.E lessons, building on the skills we require to support us to write and navigate around safely, as well as teaching us good habits to live a healthy lifestyle. We love to mark make and write and children do this as part of their play in all areas of the provision. We help our children on their road to writing by developing gross motor skills, bilateral integration – crossing the mid line, fine motor control, and developing dexterity.

 

By the end of Reception children should:

  • Show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Moving and Handling
  • Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Health and Self-Care

 

 

Communication and Language and Literacy

Story dust, story dust really is a must!

Sprinkle on and we’ll be gone to magic story world.

We are so dramatic in Foundation stage! We take a trip to magic story world most days, where the magic of stories comes alive. We learn through amazing theatrical hooks and are visited by many characters throughout the year. It gives us a reason to build on our speaking and listening skills and gives us purpose to our writing and love of reading.

We are always trying to develop our speaking and listening skills because we know that this will also help all our learning across the curriculum. We always have something exciting to talk about and our children make amazing detectives and work very closely with our very own PC Tramolinio to catch bad guys such as Dylan the Villain and the Big Bad Wolf.

We want all of our children to love books and become confident readers. We start Read, Write Inc when the children are ready in Nursery and carry this on daily through Reception

Fred helps our children to hear the sounds in words and we help him to blend them together.

By the end of Reception the expectations are that:

  •  Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
  • Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
  • Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
  • Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
  • Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Mathematics

We are really inquisitive and enjoy learning practically through hands on experiences that provide us with exciting opportunities to use a range of skills we are taught, to become mathematicians. We want our children to use maths in real life situations and become problem solvers. We immerse the children in Maths throughout their play. We do this in so many fun ways. Through baking we measure, we learn about money by playing shop, we share equally at snack time, develop an understanding about symmetry in the blocks.

By the end of Reception it is expected that:                            

  • Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
  • Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.                                                                                                                                                

Understanding of the World

We all have our own story to share and recognise that everyone is unique. Our world is a precious place and we know it is up to us to look after it. By the end of Reception we want our children to know the importance of caring for our planet and understand how important it is for us to recycle. We will explore this further by visiting the Recycle centre this year. We become geographers by getting to know our local area and our school. We love following maps to find any hidden treasures.

We celebrate diversity, different cultures and traditions talking about our own experience and how they are similar and different to others. Our children are amazing and embrace differences.

We become super scientists by exploring and investigating in our provision. Humpty Dumpty couldn’t thank us enough when we found the best material to stop him breaking his shell. We talk about growth and change, looking at ourselves, plants, animals such as chicks, ducks and butterflies. The children are amazed to see the changes happen before their eyes.

We talk about our own history and love to look back at our learning journey, talking about how we have changed, grown up, what we can do now that we couldn’t do then.

By the end of Reception it is expected that:                              

  • Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
  • Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
  • Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

EAD

Our mind is like a little star shining with ideas.

We use our imagination each day to create another world. We do this so often in all our areas of provision including block play, crates, role play and even in our writing! We want our children to be able to express themselves appropriately and show them how to do this through drawing, painting, printing, collage, construction, music, song and dance.

The expectation by the end of Reception is:

  • Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.     

Observation, Assessment and planning  

We observe the children daily, from these observations we base our assessments which allow us to plan the next steps for the children. These observations and assessments are kept electronically on Seesaw. This will form the children’s individual Learning Journeys. The children’s Learning Journeys are available for parents and children to look at as they wish. Parents can download them at the end of Reception.

At the end of the Foundation Stage Staff will complete the EYFS Profile for each child.  The Profile provides a well rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.

Involving and Consulting Parents  

We know that parents know their child better than anyone else and therefore believe it is essential that we involve parents in planning as much as possible, following the children’s interests. . On admission to Nursery we work closely with parents to make accurate baseline assessments which help us get to know their child better. Throughout Early Years we encourage parents to get involved and share achievements from home through our class Dojo system. Parents are invited to send videos and photographs from home which are stored and celebrated on Seesaw. This allows us to plan next steps for individual children. Any input from parents would be greatly appreciated and we will always try to act on their suggestions when appropriate. Key people are always available to chat with parents at the beginning and end of each session once the children have been safely dismissed. We plan stay and play session and welcome all parents to attend. Staff will send home books and games for parents to share with children.

Useful information for parents: 4Children-ParentsGuide

Take a look:

Early Years Policy