EYFS

Our curriculum is the EYFS (revised 2017)- this curriculum document is statutory, as is reporting on the EYFS Profile at the end of Reception, and The Characteristics of Effective Learning.

We want the children to leave EYFS with a Good Level of Development across all areas of learning. We choose to do this by delivering discreet maths, English and Phonics lessons, and by Planning In The Moment during ‘choosing’ or Continuous Provision Time.

Why we do Planning In the Moment

We recognise that deep levels of involvement indicate increased brain activity and progress.

This is most often seen during child-initiated play. But in true child-initiated play, we do not know what the child is going to do, so we cannot plan ahead.

We need to remain ‘in the moment’ with the child – ready to respond.

What we do

We have focus children NOT focus activities within the provision. The adult goes to the child.  The child is NOT called to come to the adult. We work this way because high-level involvement occurs in child-initiated activity.

The adults are there to facilitate learning.  They do this through observations and interactions.

Our adults know the children very well and have a sound understanding of child development.  This ensures that the adults enhance and extend the learning at the appropriate level.

The Ofsted definition of teaching (2015) fits exactly with our way of planning and teaching – in the moment.

An Enabling Environment

We have a workshop style environment indoors and outside. Nothing is set out on the tables. The children select what they want to do in each area.

The principal is that the resources are accessible to the children and they are varied, open-ended and high quality. Our resources have been selected so that they can provide endless possibilities.

 

EYFS Behaviour Policy

Please read our behaviour policy in the ‘Policy’ section of our website.

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