In the Early Years Foundation stage at St. Luke’s we want our children to be happy, confident, independent and well-rounded individuals with a love of learning. Ultimately we want them to leave us excited, empowered and resilient learners who are ready to continue their educational journey in to Key Stage One.
It is our aim at St. Luke’s to:
All staff at St. Luke’s deeply care about the children in our care. We treat all children as individuals and promote positive relationships and secure bonds. We are flexible, dynamic, adaptable and spontaneous, and have a real love of child development and learning. We are committed to giving our children the best possible start to their school life, teaching them skills which ensure their well-being now and success in the future.
We recognise and value children’s individual strength and talents and believe in praising effort and valuing the little steps that really make a difference to a child’s progress. We know that by doing this we are building happy and secure children who feel safe. Praise and clear boundaries contribute to the confidence and resilience of our children.
We make it a priority to form a close partnership with parents and the wider community to ensure that every individual child enjoys learning and reaches their full potential. We strive to involve parents at all levels, recognising the huge benefits that a shared partnership brings to each child’s Foundation Stage experience.
In the Early Years Foundation stage at St. Luke’s Primary School, the teachers and teaching assistants provide a curriculum that spark the children’s fascinations and curiosities; is stimulating, exciting, meaningful, and one that uses Early Years Statutory Framework provided by the Department of Education as a scaffolding block.
There are seven areas of learning and development, of which three are “prime areas,” and four “specific areas.”
The prime areas are:
The specific areas are:
Our curriculum is based upon ‘Wow!’ experiences and topics which engage the children and encourage active learning to ensure that the children are motivated and excited. It is designed to be flexible and reactive so that the children’s unique needs and interests are met, and any barriers to learning are removed.
It’s good to be me!
Celebrations /Traditional tales
Why don’t snakes have legs?
The world around us
Who will save the day?
The teaching of our curriculum is practical and playful with support and challenge from adults in class sessions, small group sessions and when working with individuals. There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities encouraging children to develop their learning independently through discovery, exploration, curiosity and challenge. Adults scaffold learning through skilful interactions and effective questioning. Areas of need and next steps are identified for all children to ensure good progress is made. In planning and guiding children’s activities, we acknowledge the different ways that children learn and reflect these in our practice.
Children in our EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outdoors. The outdoor environment and local community are considered as great learning opportunities for our children. Outdoor learning is actively promoted and planned for, and our outdoor area is used all year round and in all weather conditions. We ensure that all these activities support the Characteristics of Effective Learning and we value the variety of different ways that children approach and develop each learning opportunity. These are:
EYFS coverage sheets have been written to link with the National Curriculum and the EYFS areas of learning, including relevant vocabulary. At the end of each ‘topic’ the skills and knowledge and vocabulary that have been covered are highlighted either in green, (where the majority of children have ‘got it and understand it) or yellow (where the majority of children are not yet confident with it).
This then informs future planning in the EYFS and also informs KS1 when planning the following year. We also complete PE assessment sheets highlighting what has gone well, what needs more work, what has not been covered and the children that are emerging (and why) or exceeding the standards (and why).
On-going formative assessment is at the heart of our practice and is made through a combination of observations, discussions, photographs and individual/peer group review. We record evidence through Tapestry, with photographs, videos and commentary. Target tracker steps are completed half termly assessing whether the children are ‘on track’ or ‘not on track.’
On-going formative assessment is at the heart of our practice and is made through a combination of observations, discussions, photographs and individual/peer group review. We record evidence through Tapestry, with photographs, videos and commentary. Target tracker steps are completed half termly assessing whether the children are ‘on track’ or ‘not on track.’ Through assessment and monitoring of data the number of children reaching age related expectations and those that are working towards are recorded. Any areas of concern are addressed and support will be offered as appropriate.
The judgements between staff and of our school are moderated both internally and with other schools both locally and through the consortium. Weekly meetings with KS1 staff also support, evaluate and review best practice, progress, teaching and pedagogy.
At St. Luke’s Primary School the impact of the EYFS policy, the curriculum and the provision provided will be evidenced by creating: