Early Years Foundation Stage (EYFS)
Statement of Intent for Early Years Foundation Stage (EYFS)
Through varied and stimulating provision we make our EYFS provision a place of fascination and enjoyment that awakens a lifelong desire to discover and learn for all children, whatever their needs and abilities.
At Eldene School we believe that our Early Years Foundation Stage should provide our children with the firm foundations for their school journey and beyond. It is our intent that the children develop a positive attitude to school and learning. We support the children as they Work Together, Learn Together and Succeed Together and this is embedded in all aspects of our children’s lives as they become lifelong learners in an environment of acceptance and support. We believe that all children deserve to be valued as individuals and we are passionate about supporting them all to achieve their full and unique potential.
We recognise that the children of our school need to be given the opportunity to develop the skills they need to underpin their learning. Therefore, it is our intent that all our children are offered the support they need to:-
· Become confident communicators who are able to access, understand and express their thoughts and feelings about the world around them as well as build successful relationships with those they meet.
· Develop their emotional intelligence, their ability to self-regulate and their executive functions so they are ready to learn and become confident members of their community.
· Develop a bank of real-life experiences, both at home and at school, that broaden their horizons and enrich their understanding of the world.
We have morning and afternoon Nursery Classes (Little Owls) for children who are 3 years old and over, led by qualified teachers.
Reception children (Robins) are taught in two parallel classes.
Our curriculum operates within the EYFS Statutory Framework and is based on the ‘Development Matters’ Curriculum guidance.
Whilst delivering this curriculum, we keep the ‘Characteristics of Effective Learning’ at the heart of all we do, striving to develop the key characteristics of ‘Playing and Learning’, ‘Active Learning’ and ‘Thinking Critically’ in order to give the children the skills that they will continue to draw upon throughout their development.
Children learn best through play and therefore play is at the centre of all we do. However, we recognise that it is the experiences they have and the interactions that occur when children are playing that are fundamental to their development.
Therefore, we :-
· Offer a safe, stimulating environment, including our beautiful grounds and woodland area, that allows children to discover, be challenged, consolidate and achieve their very best whilst developing their resilience and independence.
· Ensure high quality interactions between children and adults whilst scaffolding and encouraging the interactions between children. In addition Nuffield Early Language and Talkboost interventions are used to support language and communication development
· Offer exciting play activities which stimulate curiosity and imagination and offer the children new and real life experiences.
· Ensure that activities offer opportunities for social interaction, collaborative learning and the exploration, broadening and developing of relationships.
· Use play in supporting the gaining of skills in all curriculum areas.
· Make sure we have routines and clear rules that we consistently follow so the children feel safe and secure enough to learn.
· Use a mixture of child-led and adult-led learning, individual, small group and class-based teaching depending on what is being taught as well as the needs of the learners.
Partnership with Parents
Supporting children in learning in EYFS is very much a partnership. We strive to:
· Get to know our families and children well and use their interests and knowledge to support and inspire our children’s developing understanding of themselves, the local community, and beyond.
· Support our families as they grow and learn together so children access a wider range of playful learning experiences at home as well as at school.
· Recognise and celebrate the cultural diversity and the different languages spoken by children at our school and use this as a resource for learning.
· Use quality-first teaching, interventions and response planning to ensure the children that have been identified as needing support in their learning get the help they need.