Early Years Foundation Stage
At Bishop Martin CE Primary School, our Early Years provision consists of a Reception Class. We are committed to providing a high quality Early Years education which gives children a secure and confident start to their school life and nurtures a life long love of learning. We are fully committed to the purpose and aims of the Early Years Foundation Stage Framework 2012 that states:
“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.”
The Early Years Foundation Stage (EYFS) covers the development of children from birth to the end of their Reception Year. The overarching aim of the EYFS is to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
At Bishop Martin CE Primary we aim to:
We follow the Statutory Framework of the EYFS and the four guiding principles that shape practice within Early Years settings.
Children learn skills, acquire new knowledge and demonstrate their understanding through the seven areas of learning and development.
Children should mostly develop the three prime areas first. These are:
These prime areas are those most essential for a child’s healthy development and future learning.
As children grow, the prime areas will help them to develop skills in four specific areas. These are:
Communication and Language:
Children develop their listening skills 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 develop their control and co-ordination skills when doing 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. This is through P.E, dance, games and using construction and other small equipment for example, scissors, paintbrushes, pencils and crayons.
Personal, Social & Emotional Development:
Children are supported to develop their confidence when trying new activities, and say why they like some activities more than others. They develop their 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.
Literacy – Reading:
Children develop their confidence in reading 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..
Literacy – Writing:
Children develop their understanding of using phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences that can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics – Number:
Children develop their skills when counting reliably with numbers from one to 20. They 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 also solve problems, including doubling, halving and sharing.
Mathematics – Shape, Space and Measures:
Children develop their knowledge of 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 and explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding of the world:
Children develop their use of language to talk about past and present events in their own lives and in the lives of family members. They will learn about similarities and differences between themselves and others, and among families, communities and traditions. 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. They will recognise that a range of technology is used in places such as homes and schools and select and use technology for particular purposes
Expressive Arts and Design:
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. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories
Parents as Partners
We appreciate that parents are children’s first educators and we value the contribution they make.
We understand the role that parents have played, and their future role, in educating the children. We do this through:
The Learning Environment
The EYFS learning environment is organised to allow children to explore and learn securely and safely. The environment is set up in learning areas, where children are easily able to find clearly labelled equipment and resources they need. Children are encouraged to become independent learners and to take some responsibility for initiating their own lines of enquiry and investigation.
Activities are planned for both inside and outside with children having the freedom to move between the indoor and outdoor classroom throughout the school day. The learning environment is divided into a variety of different areas, including designated areas for writing, numeracy, art and craft, role play, physical activity, construction, small world and play dough area as well as book corner, sand and water. These areas are carefully arranged to encourage quiet areas and more active areas within the learning environment.
Our Early Years Foundation Stage has an outdoor areas for the children to learn in throughout the day. Being outdoors offers opportunities for children to do things in different ways and on different scales. It offers the children the opportunity to explore, use their senses and be physically active.
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