EYFS

Welcome to the EYFS

The EYFS curriculum meets the requirements set out in the revised National Curriculum at Foundation Stage.

Learning and Development

The early learning goals (the knowledge, skills and understanding which young children should have acquired by the end of the reception year) and the educational programmes (the matters, skills and processes which are required to be taught to young children) are set out in the ‘Statutory Framework for the Early Years Foundation Stage’ document.

The 7 areas of learning and development are broken down into Prime and Specific areas. These are as follows;

     Prime Areas

  • Personal, Social and Emotional Development (PSED)
  • Communication and Language (C&L)
  • Physical Development (PD)

 Specific Areas 

  • Literacy
  • Mathematical development
  • Knowledge and Understanding the World
  • Expressive Arts and Design

The curriculum focusses on Early Learning Goals (ELG) and Ages and Stages. During the first term the teacher will make a baseline assessment, to record the skills of each child on entry to school. After this the teacher will use individual and group assessments, in order to develop and implement necessary provisions.

Pedagogy and Environment

At Strand Primary Academy, we strongly follow the ethos of the Early Excellence Pedagogy, which focuses on the development of learning through inspirational teaching and learning. All practitioners teach skills through offering children the opportunity to play. Practitioners follow the interests of the children and enhance learning provisions in line with this. This provides children with the opportunity, not only acquire enthusiasm for learning, but to enhance their communication and language development. Practitioners intervene and develop the children’s play in line with the ELG.

We have recently undergone a huge transformation in the Foundation Unit. The unit offers the children a large, stimulating and engaging environment which offers high quality continuous and enhanced provision.  Time tables allow for a broad balance of adult led and child-initiated activities which cover the Prime and Specific areas of the EYFS Curriculum.  The environment is enhanced based on the needs of the children daily and with a careful balance of man-made and natural resources. Our outdoor area is an extension of our indoor classroom. This is important to us, as we offer children the same opportunities to develop their learning. Children are actively encouraged to access the outdoor area throughout the school day. The outdoor area is divided into two learning zones with a magical sheltered area being used to promote the love of reading and storytelling.

Phonics

Phonics is the teaching of letters and early reading. As a school we are passionate about encouraging and enthusing children to both read and learn. We follow the RWI programme as part of a whole school commitment which starts in EYFS. The lessons are interactive and excite the children, which supports learning new sounds. As part of continuous provision, we also ensure there are active phonics activities which consolidate sounds taught that week. 

Eazmag

Eazmag is an online, learning journal where practitioners and parents can work collaboratively to highlight the progress, development and personal milestones achieved by children. Practitioners will upload observations of the children at school based on the learning taking place. The observations are then linked to the statements and ages expectations, there are then celebrated with parents too. Parents have the ability to log on to Eazmag, view these observations and have a dialogue with practitioners. We feel this important, as it strengthens the communication between school and home. We also encourage parents to upload their own milestones of their children, which can be celebrated in school.

Transition from FS2 into Year 1

In the summer term of FS2 children spend time with their new class teacher. All assessments are shared and characteristics of effective learning so the teachers in Year 1 can continue to plan for the ‘unique’ child. The EYFS team and Phase 1 leader work in partnership to make the transition into year 1 as smooth as possible and ensure all children are ‘Year 1 ready.’ Throughout the year, both teams meet for EYFS/year 1 moderation which supports teaches knowledge of the children and quality assures evidence against the developmental ages and stages.