EYFS Curriculum Ambitions and Aims
Please click here to see our ambitions and aims in our EYFS curriculum.
THE CURRICULUM IN EARLY YEARS
Our Reception curriculum has been designed in line with the Early Years Foundation Stage framework. We use Development Matters and Birth to 5 guidance to sequence and structure our learning. We have designed our bespoke curriculum that reflects the needs of the cohort. It is ‘driven’ by curriculum drivers, British values and cultural capital and sets up ambitions for our children.
The four principles on which this curriculum is based are:
UNIQUE CHILD - Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
POSITIVE RELATIONSHIPS - Children learn to be strong and independent through positive relationships.
ENABLING ENVIRONMENTS - 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 carers.
LEARNING AND DEVELOPMENT - Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
The curriculum is informed by the seven areas of learning and underpinned by the effective characteristics of teaching and learning for young children.
Prime areas are fundamental, work together, and are move through to
support development in all other areas.
• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
Specific areas include essential skills and knowledge for children to participate successfully in society.
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design
Foundation Stage Profile
Staff in the Foundation Stage make observations and monitor development of all the children regularly, adding information to each child’s learning journals in all areas of the EYFS. All reception children participate in a Baseline Assessment ( RBA) which is a short assessment, taken in the first six weeks in which the child starts reception.
Summative assessments are completed based on the information staff gathered from learning journals, small group and individual assessments. Each child's level of development will be assessed against the early learning goals at the end of reception. Practitioners must indicate whether children are meeting expected levels of development, or they are not yet reaching expected levels ('emerging'). This is the EYFS Profile. These assessments are recorded on the Foundation Stage tracker.
