Ewyas Harold Primary School

Life at Ewyas Harold Primary School Life at Ewyas Harold Primary School

Early Years (Reception)

The children in our Early Years Foundation Stage (Reception) thrive in an environment crafted by skilled practitioners who understand the key principles of Early Years education. Our Reception team work closely together to ensure that each child's time in our EYFS is exciting, engaging and memorable.

We follow the statutory guidance for the EYFS and the Early Years Foundation Stage Profile is completed at the end of the reception year.

We carefully plan the children's next steps of learning from observing them engaged in play. This way their learning comes directly from the children's interests and individual needs. The children are nurtured to love learning in a challenging, carefully planned environment providing them with opportunities to develop their characteristics of learning thus laying the foundation for future learning success.

If you have any questions regarding the Early Years please contact Mrs Sophie Colwell- scolwell@ewyas-harold.hereford.sch.uk 

 

Intent

Our curriculum is designed to recognise children’s prior learning, both from previous settings and their experiences at home. We work in partnership with parents, carers and other settings to provide the best possible start at Ewyas Harold Primary, ensuring each individual reaches their full potential from their various starting points. Our curriculum has been designed to enable children to succeed through cooperative and collaborative learning principles. As such, there is a strong emphasis on the Prime Areas of learning; Personal, Social and Emotional Development and Communication and Language, including Oracy. At Ewyas Harold Primary, we recognise that oracy not only improves academic outcomes, but is a life skill to ensure success beyond school, in life and future employment. Oracy develops children’s thinking and understanding, which in turn promotes self-confidence, resilience and empathy which support the child’s well-being. Our enabling environments and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration right from the start. We believe that high level engagement ensures high level attainment. We therefore provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking. We following children’s interests and ideas to foster a lifelong love of learning both in and outside of school. By the end of the Reception year, our intent is to ensure that all children make at least good progress from their starting points are equipped with the skills and knowledge to have a smooth transition into Year 1.

Article 29

Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

 

Implementation

To implement this children in our Reception class follow the EYFS curriculum, which has seven main areas of learning.

 

The Prime Areas:

 

Personal, Social and Emotional Development

Communication and Language

Physical Development

The Specific Areas:

 

Literacy

Mathematics

Understanding the World

Expressive Arts

The teaching of these areas of learning is practical and child led. Support and challenge comes from adults at free flow, carpet times, small group sessions and individual work. There is a combination of adult-led sessions and activities as well as a wealth of stimulating continuous provision opportunities. Throughout all of these areas of learning and at the heart of the EYFS Curriculum are the “Characteristics of Effective Learning”.

 

At Ewyas Harold School, we strive to develop these key characteristics of “Playing and Learning”, “Active Learning” and “Thinking Critically” in order to give the children the skills that they will continue to draw upon throughout their development. All of the crucial skills, knowledge and vocabulary that we teach are presented to the children throughout the year and encompasses a range of self-chosen  topics and ideas, which are developed with their interests in mind.

 

Article 31

Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.

 

Our learning environments, both inside and outside, are adapted regularly to meet the different and developing needs of the children in our care. We aim to ensure that these areas are always stimulating and exciting and that, more importantly, they are accessible to all children, regardless of where they are on their learning journey. The environments are developed to promote independence and confidence in our learners and allow autonomous access to the curriculum with the necessary level of support and challenge.

 

To support our learning we provide extra curricular activities which include trips out to the farm, the common, local environment, museums.  We also invite many visitors into school to supplement learning such as our community police team, firefighters, farmers, dental nurses and parents.  We also invite parents and carers in for Grandparents day, teddy bears picnic, reading, phonics and maths meetings and end of term celebrations.

 

Transitions

 

We manage our transitions carefully as this is essential for children’s wellbeing. We carry out home visits and hold a parent and child sessions before children begin school. To ensure a smooth transition, in the summer term, Nursery children our invited in for stay and play sessions in their Reception class and Reception children spend time in their Year 1 class. Children, parents and cares have the opportunity to meet with new class teachers before the new year begins.

 

Impact

Article 28

Every child has the right to an education.

Baseline: Prior to children starting, staff spend time speaking to the child’s parents, previous settings and read previous learning journey’s to gain an understanding of the whole child and where they are at. During the first half term in Reception, all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress.

 

The RBA (Statutory Reception Baseline Assessment) This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose of this is to show the progress children make from Reception until the end of KS2.

 

Ongoing Observation: All ongoing observations are used to inform weekly planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paper work. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing / making. Some observations are uploaded using Evidence Me and shared with the supporting parents and carers and examples kept in individual files.

 

In Summer Term 2, the EYFSP is completed where teacher judge whether the child has met each of the 17 ELG’s. They will be assessed as either ‘emerging’ or ‘expected.’ Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher. Impact is also evident through our successful transitions into Year 1. EYFS staff have a good understanding of how ELG’s link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation - children leave the EYFS stage with the skills, knowledge and confidence to continue their journey as scientists, historians, artists and geographers.