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EYFS

Early Years Foundation Stage Curriculum
At Great and Little Shelford we adhere to the EYFS Statutory Framework and the four guiding principles that shape practice within Early Years settings. We understand that:

  • Every child is a unique child, who is constantly learning and can be resilient, capable,   confident and self-assured;
  • Children learn to be strong and independent through positive relationships;
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;
  • Children develop and learn in different ways and at different rates.
Termly topics are planned which provide a starting point for activities and experiences for children in all 7 areas of learning i.e. the 3 Prime Areas of Learning and the 4 Specific Areas of Learning. 
 
• Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations
• Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children are also helped to understand the importance of physical activity, and to make healthy choices in relation to food
• Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities
• Literacy Development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure
• Understanding The World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment
• Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Please see the link below for a Curriculum Overview of the EYFS.

Curriculum Overview for EYFS
Early Learning Goals

As part of our practice we:

  • Provide opportunities for children to engage in activities which are adult-initiated and child-initiated, supported by the adult. For a large part of the day, we observe the children carefully and enhance the learning whenever we spot a ‘teachable moment’. Our observations, interactions and the outcomes are then recorded. Play is used widely as a vehicle for learning. 
  • Encourage high levels of well-being and  involvement in activities;
  • Promote equality of opportunity and anti-discriminatory practice. We provide early intervention for those children who require additional support;
  • Foster collaborative partnerships with parents and the wider community;
  • Provide an enabling, secure and safe learning environment indoors and out (both physical and emotional). Children are then able to use their natural desire to explore and learn, supported by the practitioners.
Our approach to 'Teaching' in Reception at Activity Time
Planning In The Moment in Reception: Planning for learning
Characteristics of Effective Learning
At the heart of our practice in Reception is the importance we place on helping children to develop how they learn i.e. their 'Characteristics of Effective Learning' (CoEL). At Great and Little Shelford we believe that 'adults who help children to play are adults who help children to learn'. 

The shape of our day reflects the importance we place on the children learning through planned and purposeful play.

For examples of how the children at have the opportunity to play and explore, take part in active learning and create and think critically, please see the video and associated PowerPoint below.

A copy of some example questions which we may use to support the interpretation of the Characteristics of Effective Learning can also be found in the document below. 

A Day in the Life of Reception

At Great and Little Shelford CofE School we offer a flexible approach to the learning day and seize opportunities where they arise, but also follow a basic structure aimed at providing the children with opportunities to interleave their learning by regularly practising known skills e.g. phonics and maths, introducing new ones e.g. phonemes and numbers, and applying them independently. 

Morning Carousel

We often lead a carousel of activities which take place at the beginning of each day to enable all children to develop the skills necessary to be successful in a wide range of areas. These include: 

  • Craft activities to develop fine motor skills, which help to develop an effective pencil grip and pencil control. 
  • Adult led Art activities which help to develop a variety of skills e.g. printing / drawing from observation which can then be applied independently.
  • Reading with an adult / buddies across the school to help develop a 'love of reading' as well as phonics knowledge and sight word recognition.
  • Collaborative games and self-initiated activities to help support and develop personal, social and emotional skills vital for developing skills across the curriculum.
Early in the day a planned 'runtime' ensures that all children have fresh air and exercise, following morning focused activities. It is designed to be 'down time' for the brain, necessary for the assimilation of skills learned. It is also a time when they can develop their physical abilities outdoors as well as engage in social games and activities alongside their peers whilst exploring the world around them. 
Growth mindset and The Characteristics of Effective Learning.ppt
How is my child getting on? Questions to support the interpretation of the CofEL
EYFS-Characteristics-of-Effective-Learning-Poster-for-Parents
Please refer to the Early Years Foundation Stage Policy Here in our Policies Section for further details.