Early Years Foundation Stage at Chaddesley Corbett Primary School
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.
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.
Our Principles and Ethos
Learning takes place in a variety of settings. Home is the most powerful setting: we acknowledge parents as first and continuing educators of their children, and we aim to develop a partnership with parents and carers, which is based on mutual respect and a shared interest in children.
Learning is holistic and interconnected. For the young child, experience is not usually separated into different compartments. Our curriculum aims to provide broadly based experiences, providing rich contexts for learning, which have real meaning for the child.
Young children learn through exploration, talk and play, and our early years provision provides an interesting, relevant environment with wide opportunities in which children can be actively involved in their learning. We aim to educate children on boundaries, rules and limits to help them understand why they exist. We provide children with choices to help them develop this important life skill. Children should be allowed to take risks, but need to be taught how to recognise and avoid hazards.
Autonomy, physical, social and intellectual, and self-discipline are emphasised. Child initiated activities and self-directed learning are valued. We aim to provide challenging opportunities that foster creativity, problem solving and investigation. We recognise the role of active learning involving children in their planning and decision-making. In order to accommodate each child’s particular learning style lessons will be planned wherever possible in a multi-sensory way so that the various activities will cater for all children in the spirit of inclusion.
In planning and guiding what children learn we reflect on the different rates at which children are developing. The three characteristics of effective teaching and learning we use are;
Being outdoors offers opportunities for doing things in different ways and on different scales. It offers the children chance to explore, use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 7 areas of learning. Our site has a large environmental area, which gives many opportunities for outdoor learning. During the week we run forest school sessions. We have a large playground area, which has markings to encourage individual as well as group play. We also have a large field, wooden apparatus trail, climbing frame and outdoor gym which the children use whenever possible.
Both adults and children with whom the child interacts are of central importance. This is encouraged by an awareness of our skills in supporting children’s learning, and our role as models and partners in learning.
Learning is holistic and interconnected. For the young child, experience is not usually separated into different compartments. Our curriculum aims to provide broadly based experiences, providing rich contexts for learning, which have real meaning for the child.
Young children learn through exploration, talk and play, and our early years provision provides an interesting, relevant environment with wide opportunities in which children can be actively involved in their learning. We aim to educate children on boundaries, rules and limits to help them understand why they exist. We provide children with choices to help them develop this important life skill. Children should be allowed to take risks, but need to be taught how to recognise and avoid hazards.
Autonomy, physical, social and intellectual, and self-discipline are emphasised. Child initiated activities and self-directed learning are valued. We aim to provide challenging opportunities that foster creativity, problem solving and investigation. We recognise the role of active learning involving children in their planning and decision-making. In order to accommodate each child’s particular learning style lessons will be planned wherever possible in a multi-sensory way so that the various activities will cater for all children in the spirit of inclusion.
In planning and guiding what children learn we reflect on the different rates at which children are developing. The three characteristics of effective teaching and learning we use are;
- Playing and Exploring
- Active learning
- Creating and thinking critically
Being outdoors offers opportunities for doing things in different ways and on different scales. It offers the children chance to explore, use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 7 areas of learning. Our site has a large environmental area, which gives many opportunities for outdoor learning. During the week we run forest school sessions. We have a large playground area, which has markings to encourage individual as well as group play. We also have a large field, wooden apparatus trail, climbing frame and outdoor gym which the children use whenever possible.
Both adults and children with whom the child interacts are of central importance. This is encouraged by an awareness of our skills in supporting children’s learning, and our role as models and partners in learning.
The areas of learning and development
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected.
Prime Areas
Communication and Language
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
Personal, Social and Emotional Development
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive 9 relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected.
Prime Areas
Communication and Language
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
Personal, Social and Emotional Development
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive 9 relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
Physical Development
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives7. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives7. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
Specific Areas
Literacy
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).
Phonics is discretely taught across the EYFS. The school uses the SONG OF SOUNDS for teaching synthetic phonics. Please see the phonics page on this website for further information.
Mathematics
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Literacy
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).
Phonics is discretely taught across the EYFS. The school uses the SONG OF SOUNDS for teaching synthetic phonics. Please see the phonics page on this website for further information.
Mathematics
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Expressive Arts and Design
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
Primary Knowledge Curriculum
In EYFS , teachers plan and teach interesting and engaging curriculum content using the Primary Knowledge Curriculum (PKC). Through the carefully selected and sequenced content, children begin to develop a sense of identity, through engaging with the world around them. They can begin to ask and answer questions about the world and their place in it.
Children will learn about their local area and community, their bodies and how we grow, transport and journeys around the world, dinosaurs, space, plants, animals, Greek Gods, heroes, adventurers and much more! The PKC supports Early Years teachers and practitioners to focus their teaching, to scaffold learning and to be ambitious for all children to meet the Early Learning Goals in Understanding the World, but also to develop a love for learning that will last a lifetime.
In EYFS , teachers plan and teach interesting and engaging curriculum content using the Primary Knowledge Curriculum (PKC). Through the carefully selected and sequenced content, children begin to develop a sense of identity, through engaging with the world around them. They can begin to ask and answer questions about the world and their place in it.
Children will learn about their local area and community, their bodies and how we grow, transport and journeys around the world, dinosaurs, space, plants, animals, Greek Gods, heroes, adventurers and much more! The PKC supports Early Years teachers and practitioners to focus their teaching, to scaffold learning and to be ambitious for all children to meet the Early Learning Goals in Understanding the World, but also to develop a love for learning that will last a lifetime.
Assessment
Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment is an integral part of the learning and development process. It involves practitioners knowing children’s level of achievement and interests, and then shaping teaching and learning experiences for each child reflecting that knowledge. In their interactions with children, staff respond to their own day-to-day observations about children’s progress and observations that parents and carers share.
Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment is an integral part of the learning and development process. It involves practitioners knowing children’s level of achievement and interests, and then shaping teaching and learning experiences for each child reflecting that knowledge. In their interactions with children, staff respond to their own day-to-day observations about children’s progress and observations that parents and carers share.
Early Learning Goals
The level of development children should be expected to have attained by the end of the EYFS is defined by the early learning goals (ELGs). The ELGs are not used as a curriculum or in any way to limit the wide variety of rich experiences that are crucial to child development, from being read to frequently to playing with friends. Instead, the ELGs support staff at Chaddesley Corbett to make a holistic, best-fit judgement about a child’s development, and their readiness for year 1. When forming a judgement about whether an individual child is at the expected level of development, teachers draw on their knowledge of the child and their own expert professional judgement. This is sufficient evidence to assess a child’s individual level of development in relation to each of the ELGs.
The level of development children should be expected to have attained by the end of the EYFS is defined by the early learning goals (ELGs). The ELGs are not used as a curriculum or in any way to limit the wide variety of rich experiences that are crucial to child development, from being read to frequently to playing with friends. Instead, the ELGs support staff at Chaddesley Corbett to make a holistic, best-fit judgement about a child’s development, and their readiness for year 1. When forming a judgement about whether an individual child is at the expected level of development, teachers draw on their knowledge of the child and their own expert professional judgement. This is sufficient evidence to assess a child’s individual level of development in relation to each of the ELGs.
