Early Years Foundation Stage
Exploring and Learning in the Early Years
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Learning in EYFS
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Communication & Transition
Learning in EYFS
The EYFS staff have worked together to design a curriculum that ensures a good coverage of the EYFS outcomes. Through careful planning, we are able to implement a broad and balanced curriculum. We use topics to scaffold and provide a focus for the learning outcomes, but pride ourselves on remaining flexible with our learning, and where possible, we always endeavour to follow the children’s interests. We make links to the wider School curriculum through subject-based vocabulary and prepare the children to use this with confidence as they move through the School. The children in the phase have daily access to all areas of the curriculum both inside and outside the classroom. We have daily phonics and Numeracy. We allow the afternoon time for exploration of our topics through our creative curriculum.
“How my son has grown into playing with everyone in school and always want to be the first in school. Really happy and appreciative.”
Parent
The environment in the EYFS provides available resources to meet the children’s learning needs, promote the Characteristics of Effective Learning and create opportunities to give time and focus to a chosen task. The children have access to an excellent balance of child initiated, adult initiated and adult led activities both indoors and outdoors. They are encouraged to be independent and settle quickly into the routines of school. Our Parent Teacher Association (PTA) are also instrumental in providing funds for our resources and have even funded fantastic arts trips to the theatre. We also love to explore our local area and attend many local walks and visit local services.
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The acquisition of phonics is a key focus in the Early Years Foundation Stage. Children are taught to read systematically using synthetic phonics. In Reception, we use the Essential Letters and Sounds programme. Children use their phonics skills confidently in developing their reading and writing skills. They choose books that match their phonics knowledge to take home and practice their reading skills. Teachers provide parents with phonics mats so that they can support their children at home. Please click here to go to the Literacy page for information about phonics and for a short video on how to articulate the phonemes.
“Can I just say I LOVE reception full stop!! My daughter started reception very cautiously and hasn’t looked back since! Her teachers are so warm and encouraging, giving her the confidence she needs in playing, in friendships and school work. She is very happy going in each morning and she blows me away everyday with her progress in phonics!”
Parent
Children in the Nursery are supported in engaging in Phase One of Letters and Sounds. Staff realise the importance of this phase and the impact on future listening and reading skills.
Click here for the Statutory Framework for the Early Years Foundation Stage
Communication & Transition
At Eltham C of E, we currently use Tapestry to record assessments of the children’s acquisition of skills through careful observation by the adults in the setting. It also allows us to share the children’s successes with their families. It opens up conversations with parents and gives them ‘insight’ into their child’s day. We continually engage in conversation and question the children’s ideas and further their thinking. The interactions our adults have with the children are something we are proud of and we feel makes our setting extra special.
“My son has settled in so well in reception and he loves all of his teachers and friends. He is always talking about them and I love seeing him so happy!”
Parent
Communication with parents is another real strength at Eltham C of E. The ‘soft’ start to the day helps parents to develop relationships with the school. An adult from the EYFS team is available before and after school to talk to and answer any questions parents have. Our families are confident about approaching staff to discuss the progress of their child, as well as any concerns they may have. We firmly believe that it’s a ‘team effort’ that allows our children to succeed in both their learning and the development of the child as a person. One of the many ways parents contribute is through Tapestry and they are always invited to share their child’s development in the home setting. This helps us to build a wider picture of the children and their successes and allows for us to assist with their home learning and track their progress.
“We are very happy with how well our son has integrated within the Reception class and the school, as a whole. It’s a pleasure to see him wanting to come (he even asked during the winter holidays when he is back to school????) and how glad he is to see his teachers and friends. Thank you.”
Parent
The EYFS staff work together with the Year One team to ensure a smooth transition throughout each phase of the children’s education, ensuring school readiness.
With support from the school Special Education Needs Co-ordinator, Local Authority Speech and Language Therapist and Autism Spectrum Disorder outreach service, teachers in the EYFS ensure that any child with additional needs are supported and ensure that all of our children achieve fully.