Early Years Foundation Stage

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Characteristics of effective learning and teaching

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As Early Years practitioners, we ensure that we reflect on the different rates at which children are developing and how they learn, as every child is different. 

We observe, reflect and review by focusing on how children:

• Play and explore

• Actively learn

• Create and think critically

By focusing on these areas, we will ensure that our children are resilient and confident learners that have the necessary skills to achieve their own goals. 

 

Maths

We aim that the Maths curriculum will provide children with an in-depth learning experience that will give them a solid understanding of early number, spatial reasoning and pattern. 

We aim to provide children with a wide variety of opportunities to engage with the cardinality, comparison and composition of numbers to 10, as well as providing opportunities for them to count to 20 and beyond. We base our sequencing of learning from White Rose which draws on support from the NCTEM progression charts and the non-statutory framework. Early years practitioners implement and apply to their practice and planning, the use of the mastery agenda, including going deeper and broader. 

To secure firm foundations in early Mathematics learning, those children in early years benefit from daily adult directed teaching experiences, which are then supplemented through opportunities to further engage because of the child initiated learning. 

We also encourage problem-solving linked with the real-world, and understand that young children need problems:

• Which they understand – in familiar contexts

• Where the outcomes matter to them – even if imaginary 

• Where they have control of the process

• Involving mathematics with which they are confident (Gifford 2015)

If children have a good understanding of pattern awareness and spatial reasoning, research shows that these are predictors of Mathematical achievement. Therefore we give adequate coverage of these units of learning alongside learning of number. 

 

Reading 

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Reflecting the whole school values of reading,  we believe that early reading and phonics is a key life skill and an integral part of the whole school curriculum, underpinning all aspects of learning. We endeavour to promote the enjoyment and love of reading for all children. By ensuring every child is an enthusiastic, confident, and engaged reader, we aim for each individual child to achieve their learning potential. We encourage children to have an inquisitive attitude to reading, demonstrating their abilities to ask questions and gain in depth understanding of the text read.

We ensure that our children develop a life-long love of reading that includes language, comprehension, prosody and word reading. Children are read and sung to regularly and exposed to a range of high quality, aspirational texts to help develop their ‘story voice’. Following the Little Wandle Phonics this supports the acquisition of confident word reading where children are given the skills in phonics sessions and the environment to decode words and recognise print.

Both the teaching and continuous provision ensure that children are exposed to a range of vocabulary that will directly impact upon their school life. We intend that all children, regardless of background or starting point, have a wide range of vocabulary at their disposal to use in everyday conversations, as well as within their work. 

 

Writing

 

At South Molton Community Primary school our writing begins with children articulating their own ideas from adult stimuli, questioning and high quality texts which can then be developed through role play, story maps and discussions. Children will then be taught the skills to apply their phonetic understanding to their transcriptions, which involves decoding and forming letters following the Little Wandle handwriting scheme.

The environment encourages all children, regardless of interests and gender, to want to write. We channel the children’s interests to mark, make and write independently, in a range of scenarios such as notes, letters, cards and stories.  

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Prime areas of learning 

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We ensure that our curriculum is broad and balanced by giving children the opportunity to encounter all seven areas of learning including ample experiences of the outdoors. Through adult questioning and commentary, children’s communication and language is developed and built upon effectively. Our language rich environments and use of high quality texts encourage children to learn new vocabulary, ask questions and articulate their ideas and thoughts in well formed sentences, beginning with the use of sentence stems to guide children's thinking and model language.  We recognise that developing vocabulary and exposing children to a range of language is essential in their early development within our school. This journey begins in the Early Years and they are introduced to a range of experiences in the provision, stories, nursery rhymes and experiences. 

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The whole child is considered so that their Personal Social and Emotional Development is supported and the children manage their emotions, develop a positive sense of self and have the confidence to reach their own goals. Teachers implement the Jigsaw scheme which explores making good friendships and resolving conflicts effectively. 

The environment and curriculum overviews ensure that children can develop their strength, coordination and positional awareness through targeting fine and gross motor skills. Both the classroom and outdoor area ensure that children maintain an active and healthy lifestyle whilst they are at school. Children take part in a ‘daily run’ and have at least two hours of Physical Education from our PE coach each week. 

 

Specific areas of learning 

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Through a topic based curriculum, the children will have the opportunity to make sense of their physical world and community. The children will explore important people, places and events in both their lifetime and the past to ensure they have a deepening understanding of the world around them. This is an opportunity for children to experience a wide range of experiences, new vocabulary and gain a sense of place through exploring maps and their local area. 

Children at South Molton Community Primary School have many opportunities to develop their artistic and cultural awareness in both their class environment independently and through adult-led activities. The children have weekly expressive art and design sessions, which encourages children to develop confidence exploring a wide range of music and expressions of art. 

Whilst we use topics as a plan throughout the Early Years, as practitioners, we ensure that planning is adaptable and reflects the children’s interests and needs on a daily basis. No cohort is the same, and through adaptive teaching, we ensure that our children receive a diverse and detailed curriculum that prepares them for a successful later life. We also ensure that our curriculum reflects our local community and the wider world; our children learn about other cultures, celebrations and traditions on a daily basis.