In the Early Years Foundation Stage at Suffolks primary School, our aims are to:
- support children in successfully making the transition from home to school
- provide a happy, caring, safe and secure environment for learning to flourish
- provide learning experiences that meet the individual needs and interests of the children
- support children to become competent and confident
- foster positive home school links that pave the way for continued parental involvement throughout school-life
- prepare children for their next stage of learning
The learning journey in EYFS
We follow The Early Years Foundation Stage Curriculum to ensure high standards of early education, care and wellbeing across all areas of learning. We encourage positive dispositions and underpin all we do with a positive sense of self. We use individual Learning Journeys to record the unique learning experiences of children. Pupil voice is used across the setting, so children know they are active and valued participants in their own learning.
We work closely with parents in supporting their child’s development and expect to work in partnership. We provide information and resources parents will need to do this. Google Classroom is our main home-learning platform. Books are sent home on a weekly basis and ‘reading tips’ are shared with parents (regarding our whole school Reading Pathway) to ensure reading times at home are joyful and positive. Meetings are held with parents to keep them informed. Parents are invited to share home learning experiences through a ‘seen it at home’ form which they fill out and send in. This is then included in a child’s Learning Journey.
We understand that a love of reading is essential for the life-chances of all our pupils and view our partnership with parents as important in achieving this. We hold regular parent meetings that promote this.
We share our approach to phonics (Read, Write Inc) with parents. Audiobooks for each sound are available on Google Classroom as well as other learning experiences that reinforce the sounds.
By the end of the EYFS children will have experienced segmenting and blending the following sounds to make words:
m (as in move), a (as in at), s (as in sit), d (as in dog), t (as in tin), i ( as in insect), n (as in nest), p ( as in park), g (as in go), o (as in on), c (as in cat), k (as in kitten), u ( as in umbrella), b (as in big), f (as in fish), e (as in elephant), l (as in lion), h (as in horse), sh (as in ship), r (as in rabbit), j (as in jog), v (as in vole), y (as in you), w (as in went), th (as in thin), z (as in zoo), ch (as in chips), qu (as in queen), x (as in fox), ng ( as in bang),and nk (as in think), ay (as in say), ee (as in sleep), ow (as in how), oo (as in food), oo (as in look), ar (as in dark), or (as in for), ir ( as in stir), ou (as in found) and oy (as in boy)
Assessment in Nursery and Reception is carried out in line with the ‘Early Years Foundation Stage’ statutory expectations. Reports are sent out three times a year as an important way of conveying the progress each child has made.
The information below is taken from the Department for Education Document 'Statutory framework for the early years foundation stage'.
The Early Learning Goals
The Prime Areas
Communication and Language:
Listening, Attention and Understanding:
Children listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
Make comments about what they have heard and ask questions to clarify their understanding
Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Children participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary
Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Personal, Social and Emotional Development
Children show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly
Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Managing Self Children
Be confident to try new activities and show independence, resilience and perseverance in the face of challenge
Explain the reasons for rules, know right from wrong and try to behave accordingly
Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices
Children work and play cooperatively and take turns with others
Form positive attachments to adults and friendships with peers
Show sensitivity to their own and to others’ needs
Gross Motor Skills
Children negotiate space and obstacles safely, with consideration for themselves and others
Demonstrate strength, balance and coordination when playing
Move energetically, such as running, jumping, dancing, hopping, skipping and climbing
Fine Motor Skills
Children hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases
Use a range of small tools, including scissors, paint brushes and cutlery
Begin to show accuracy and care when drawing.
Children demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
Anticipate – where appropriate – key events in stories
Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
Children say a sound for each letter in the alphabet and at least 10 digraphs
Read words consistent with their phonic knowledge by sound-blending
Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words
Children write recognisable letters, most of which are correctly formed
Spell words by identifying sounds in them and representing the sounds with a letter or letters
Write simple phrases and sentences that can be read by others
Children have a deep understanding of number to 10, including the composition of each number
Subitise (recognise quantities without counting) up to 5
Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts
Children verbally count beyond 20, recognising the pattern of the counting system
Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally
Understanding the World
Past and Present
Children talk about the lives of the people around them and their roles in society
Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class
Understand the past through settings, characters and events encountered in books read in class and storytelling
People, Culture and Communities
Children describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps
Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class
Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps
The Natural World
Children explore the natural world around them, making observations and drawing pictures of animals and plants
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter
Expressive Arts and Design
Creating with Materials
Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
Share their creations, explaining the process they have used
Make use of props and materials when role playing characters in narratives and stories
Being Imaginative and Expressive
Children invent, adapt and recount narratives and stories with peers and their teacher
Sing a range of well-known nursery rhymes and songs
Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.