EYFS

EYFS Curriculum

INTENT

All children achieve Good Level of Development by the end of EYFS to help each child have the best possible start in life. 

Each unique child has the opportunity to interact in positive relationships and enabling environments.

Practice is research informed and evidence based ensuring the recommendations from the ‘Developing early Literacy’ guidance report and the EYFS Framework are embedded in practice. Other examples are Helicopter stories, Word Aware and Talk Boost. 

DESIGN 

The four themes of the EYFS, A Unique Child, Positive Relationships, Enabling Environments and Learning and Development, and the principles that inform them, work together for children in the EYFS.

Areas of learning are taught as subjects and ‘bridging back to prior learning’ is a regular occurrence in EYFS practice, allowing children to build upon prior knowledge and facts. 

IMPLEMENTATION 

Baseline assessments are research based and evidence leads to planned next steps in learning.

Practitioners use the Development Matters and EYFS framework to ensure coverage of the education and care of all children. Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.

They foster the characteristics of effective learning, Playing and exploring, Active learning and Creating and thinking critically.

Children learn and develop well in our enabling environment, in which their experiences respond to their individual needs and a strong partnership is fostered between practitioners and parents and carers.

Our enabling environment values all people, values learning and offers stimulating resources relevant to all children’s cultures and communities.

Rich learning opportunities are offered through play and teaching with support for children to take risks and explore. 

IMPACT/ACTIONS/NEXT STEPS 2021-2022

       Ensure that the new EYFS Framework is successfully implemented and that agreed tracking and assessment proceures are put in place 

• Continue to raise attainment to the vast majority achieving  GLD.
• Ensure the curriculum continues to be developed using the new Development Matters 
• Continue to support EAL families to ensure understanding of how to support their children in reading and how to support language development 
• Continue to narrow the gap for PP children through early diagnostic assessments to inform key areas of learning to focus on.
• Ensure numbers 0-10 is embedded (Early Maths Mastery Programme)
• Ensure all children receive the rich diet of language they need to exceed in their learning.
• Quickly identify children not at ARE through research based diagnostic assessments and Teacher knowledge of individual children and address barriers
• Ensure 70% of children reach 15 or more in the phonic screening test at end of EYFS
• Enusre 70% of children reach reading yellow book band 
• Ensure that teacher led interventions, research based, continue to be fluid and in line with differing cohorts and individual needs. 
• Ensure children have the skills and knowledge to be at 'school readiness'