Early Years Foundation Stage
The Best Start in Life for all Children
For children to enjoy their first year of school, we make sure they feel safe, secure and happy. The ethos is that unconscious learning through play allows children to learn without being told. Children have a thirst for knowledge because it is not put upon them, they are allowed to explore and learn for themselves. On a daily basis, children have the opportunity to do lots of things outside. They have a real awareness of the natural world which really helps them to feel connected. Children are not just absorbed in learning in the classroom, they are also absorbed in learning outside the classroom. We allow children to feel part of the world, the Earth and what happens in it.
We are inspired by the belief that this really is the right way to work with children. We have created a healthy environment that is a home from home, where the children are learning through play. Children are loved in their first year of school. Loved, looked after and nurtured.
We work with rhythm and repetition, children feel secure, they know what is coming next. Therefore, our routine runs on theme days:
Monday is walking day. We go for walks within the school grounds or to areas of local interest. The children gather items from the natural world to use during the week. This helps their imagination… we do not have a train set but we can make one!
Tuesday is painting day. There are many ways that we use paint, including; using natural objects, large scale painting, water painting, finger painting, using watercolours, painting with marbles and so on.
Wednesday is woodland day. We visit wooded areas in the school grounds and play fun outdoor games, make dens, weave, tell stories, create masks, watch nature and go on treasure hunts to list a few.
Thursday is craft day. We use items that we have collected to make things, we bring our imagination to life. The children might make puppets, boats, mobiles, frames, the list is endless as they can make whatever their heart desires.
Friday is cooking day. The children are taught how to independently make healthy and nutritious food such as vegetable soups, bread, smoothies, salads and fruit salads.
- The day begins with the ‘Good Morning Dear Earth’ song.
- Free play session, in which the children have access to both indoor and outdoor play spaces.
- Circle time leads on from free play, stories correspond to the seasons of the year and are linked to the activities for the day. Circle time encourages movement and singing and extends children’s language.
- Snack is prepared together, we eat snacks that have been planted in the garden and grown by the children.
- Phonics session (teacher led) before lunch, the children are taught how to read in a fun, interactive and engaging way. Again this is linked to the seasons of the year.
- Lunch is eaten together. Before we eat we sing the ‘Blessings on the Meal’ song.
- After lunch the children have a peer massage session and relaxation time.
- Free play session follows on from relaxation, the children have access to both indoor and outdoor play spaces.
- At the end of the day we all come together for story time (teacher led). The teacher tells the story using simple props such as puppets. This enchants the children and inspires them to use their imagination. Usually the children will imitate this the next day in their play.
- Before we leave, we sing the ‘Dear Friends Goodbye’ song.
Welcome to Hadlow Introduction Booklet
Early Years Foundation Stage Curriculum Plans
Useful links to help support your child
In the Early Years Foundation Stage (EYFS) at Hadlow Primary School our aims are to:
• Support children to make a planned, confident transition from home to school
• Provide a happy, caring, safe and secure environment for learning
• Plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities
• Support children to become competent and confident learners so they are able to reach their full potential
• Provide a broad and balanced high quality curriculum in line with the Early Years Foundation Stage guidance
• Foster positive home school links with parents and other care providers.
We follow The Early Years Foundation Stage Curriculum as detailed below. This framework is a means of ensuring high standards of early education and care that will reassure parents that their child’s development is being fully supported. It underpins all future learning by supporting and fostering the children’s personal, social and emotional wellbeing. It encourages positive attitudes and dispositions towards learning in the children and promotes learning through play.
All children in the EYFS at are encouraged to enjoy and share books with each other, individually and with an adult. A meeting is held in school for parents in the Autumn Term to explain in detail about reading and phonics in the EYFS and school life in general. The children use ‘Letters and Sounds’ which is a synthetic phonics approach to learning to read and write, and more information is given about this at that meeting.
Assessment in Nursery and Reception is carried out in line with the ‘Early Years Foundation Stage’ and staff observe the children to create a ‘learning journey’ which evidences the child’s progress through the Foundation Stage. Parents are invited in every term at the end of their child's 'Special Week' to see the journey and to add their own comments.
The information below is taken from the Department for Education Document 'Statutory framework for the early years foundation stage'.
children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read (at the bottom of this page is a link to a site which can help you practise phonics).
children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.