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Curriculum Overview

Virtual Tour for EYFS 2021

EYFS 2021.mp4

Expectations of the Provision

 

  • Learning Choices (within class) or Free flow activities must have scaffolding to support children. This can include: Key questions, pictures, links to the learning / contexts and resources / apparatus that extend children. Prompts will show the intended outcome: “Can you…”
  • Learning Choices should be tasks that children can complete independently, are linked to current learning or interests and are purposeful with a clear learning objective. Whilst some learning choices may remain the same during the week, most activities will be changed at least twice a week and children are set a (busy bee) challenge to complete at least 3 learning challenges a day.
  • Learning Choices across the classes each week will be very similar, ensuring consistency of provision and lightening practitioner work load
  • Focus group work happens throughout the week (this could be working with individuals or small groups with the same need / focus) so that a minimum of 3 focuses per week are complete.
    • One focus a week will be guided writing in books. This writing should have a clear learning objective and purpose as well as reflecting a range of writing types from labels and lists to stories and fact files.
    • There are whole class inputs each day – a minimum of 2 per day.
  • During Maths and Writing sessions, ‘steps to success’ or ‘what makes good’ should be provided for or be formed with the children. They are differentiated, meaning some children are supported in the carpet session or are taken out to extend / consolidate their learning, ensuring all children are challenged and support staff are optimised.
  • Letters and sounds is used along side jolly phonics to teach phonics. Children are taught as part of a whole class and assessment for learning identifies children who need extra phonics intervention to keep up and close the gaps. 
  • Independent Writing – children should have access to writing resources so they become an integral part of their play. Writing resources should not only be stocked but changed and adapted responding to children’s interests and requests. Adults can encourage writing with phrases such as “tell me about your writing”
  • Adults should join in with play regularly, taking the opportunity to model skills within play scenarios such as modelling writing for a purpose in the role play area. Children love to copy adults and it will quickly come to an activity an adult is ‘playing’ with, copying what the adult has done
  • Support staff should closely work alongside class teachers, observing children, leading focus groups and leading intervention groups.

Outdoor Learning

We believe the outdoor environment is different to the indoor one and thus provides different experiences that they cannot get inside. Our outdoor environments expose children to nature, weather and real experiences of the world around them. We understand that indoor topic based learning can be extended and developed through the outdoor environment, however outdoor opportunities are valued in their own right.

  • Our outdoor environment is open-ended and allow children to take their learning in any direction they choose
  • Zones and areas outside can be set up with the Reggio Philosophy of “an invitation to play”
  • Indoor topic-based learning may form some of the experiences outside however there should also be equal scope for children’s own possible lines of enquiry
  • All areas should be made clean, tidy and safe at the end of the day.

Expectations of assessment

Observations

  • We use Tapestry Learning journal to record observations for each child and all observations of children are on here. Each child also has their own individual folder with pieces of work they have produced. These folders are shared regularly with children and parents to look at the children’s learning.
  • There should be a minimum of one observation per child per week.
  • Observations should be
  • Clear and concise - Anyone who reads it should understand the purpose.
  • Accurate - Linked to the correct children, with relevant statements from Development Matters ticked (and characteristics of effective learning where appropriate).
  • Personal – Only use small group or individual observations where possible. Whole class observations are not acceptable because as they do not reflect individual children accurately enough.
  • Include pupil voice- Children always talk about what they have done or what they are doing. Wherever possible record it on the observation.
  • Be clearly written in Standard English.
  • Show something! Think about what it shows you – is it something they have achieved for the first time? E.g. they have drawn a picture and then used story language to describe their picture. Make sure you know what it is evidence of. 
  • Cover a range of locations; playground, hall, classrooms, outside classroom, lunch hall.
  • Capture the children applying a skill or knowledge.

Further Assessments

  • Children have baseline assessments within their first 6 full weeks of term. Baseline assessments are completed by a mixture of home visit information, observations, focus activity assessments and 1:1 reading. Characteristics of Effective Learning are recorded on entry and towards the end of the academic year.
  • Children have English books to record their mark-making and writing development
  • Children have Maths books to record a sample of their weekly work in maths. This is often a photograph with an annotated comment.
  • Children have a folder with pieces of work they have completed.
  • In the classroom, all focus activities have a learning objective and a brief explanation of the practical task so that it is clear what learning has taken place.

Marking of written work in books

  • In the EYFS 'marking' of children's written work needs to be done with the children at the time they are writing. This is done verbally and with a visual 'stamp' in their book to remind them.
  •  Limit use of stamps to 2/3 per piece of work.
  • Children’s explanation of their writing or any speech should be scribed
  • If letter formation is something to improve then 2/3 letter formations are modelled at the bottom for children to then practice.