How is EYFS delivered
How the Early Years curriculum is delivered in Kirkby CE Nursery
The provision for children’s development and learning is guided by
Statutory framework for the Early Years Foundation Stage - setting the standards for learning, development and care for children from birth to five
Published: 3 March 2017
Effective: 3 April 2017
Our provision reflects the four guiding themes and principles of the Early Years Foundation Stage.
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A Unique Child Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. |
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Positive Relationships Children learn to be strong and independent through positive relationships. |
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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, parents and carers. |
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Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early year’s provision including children with special educational needs and disabilities. |
How we provide for development and learning
Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.
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The Areas of Development and Learning comprise: Prime Areas
Specific Areas
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For each area, the level of progress children should be expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education.
The ‘Development Matters’ guidance sets out the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.
Personal, social and emotional development
Our programme supports children to develop:
- making relationships
- self-confidence and self-awareness
- managing feelings and behaviour
Physical development
Our programme supports children to develop:
- moving and handling
- health and self-care
Communication and language
Our programme supports children to develop:
- listening and attention
- understanding
- speaking
Literacy
Our programme supports children to develop:
- reading
- writing
Mathematics
Our programme supports children to develop:
- numbers
- shape space and measure
Understanding the world
Our programme supports children to develop:
- people and communities
- the world
- technology
Expressive arts and design
Our programme supports children to develop:
- exploring and using media and materials
- being imaginative
Our approach to learning and development and assessment
Learning through play
Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. Our setting uses the Early Years Foundation Stage ‘Development Matters guidance to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities information from the Development Matters guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.
Characteristics of effective learning
We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Development Matters guidance to the Early Years Foundation Stage as:
- playing and exploring – engagement
- active learning – motivation
- creating and thinking critically – thinking
We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.
Assessment
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development.
We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.
The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime learning and development areas of the EYFS: personal, social and emotional development; physical development; and communication and language; when a child is aged between 36-60 months in Nursery. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.
Learning Journey- in nursery
The setting keeps a learning journey file for each child. Staff and parents working together on their children’s learning journey is one of the ways in which the key person and parents work in partnership. Your child’s record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.
Your child’s key person will work with you to keep this record. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress. You and the key person will then decide on how to help your child to move on to the next stage. We encourage parents to attend our ‘progress evenings’ ( currently via phone ) where we share learning journeys, discuss concerns/ achievements and agree ways in which we can help each individual child make progress, both at home and at nursery.
Transitions
When your child leaves us to start primary school your child’s key person will prepare a transition document which you are invited and encouraged to contribute to. This document will be forwarded to your child’s reception teacher and will enable the teacher to know all about your child and where they are at in their learning and development. This document is used to plan for the individual needs and next steps in your child’s learning journey towards the Early learning goals.
When your child is 5
At the end of the EYFS – in the summer term of the reception year in school – teachers complete an assessment which is known as the EYFS Profile. This assessment is carried out by the reception teacher and is based on what they, and other staff caring for your child, have observed over a period of time.
Early years providers must report EYFS Profile results to local authorities, upon request. Local authorities are under a duty to return this data to the relevant Government department. Providers must permit the relevant local authority to enter their premises to observe the completion of the EYFS Profile, and permit the relevant local authority to examine and take copies of documents and other articles relating to the Profile and assessments. Providers must take part in all reasonable moderation activities specified by their local authority and provide the local authority with such information relating to the EYFS Profile and assessment as they may reasonably request. EYFS Statutory Framework 2017
Another important part of the EYFS Profile is your knowledge about your child’s learning and development, so do let your child’s class teacher know about what your child does with you: such as how confident your child is in socialising, dressing and undressing, riding a trike or scooter, writing their name, drawing, reading and discussing their favourite book, speaking to people your child is not so familiar with or their understanding and recognising numbers and letters.
All of the information collected is used to judge how your child is doing in the 7 areas of learning and development. Finding out at this stage how your child is doing will mean that the teacher your child has in their next school year – Year 1 – will know what your child really enjoys doing and does well, as well as helping them decide if your child needs extra support or interventions and what that support should be if they are already receiving it.
The school will give you a report of your child’s progress, including information from his or her EYFS Profile.
If you would like any more information please see your child’s key person. More information on the EYFS can be found at: www.foundationyears.org.uk.