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
- plan learning experiences that meet the individual needs and interests of the children through an appropriate balance of adult led and child initiated opportunities
- support children to become competent and confident
- foster positive home school links that pave the way for continued parental involvement throughout school-life
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 attitudes and dispositions and support the children’s personal, social and emotional wellbeing so that all learning is underpinned by a positive sense of self. We use individual Learning Journeys to record the unique learning experiences every child has and pupil voice is included to ensure the clear message that children are active 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. In Nursery in the Spring Term we use a ‘home-school-library’ system where parents use school books to engage their children with language through stories. In Reception books are sent home on a weekly basis and ‘reading tips’ are shared with parents (regarding comprehension and word reading) to ensure reading times 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’ 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 share our approach to phonics (Read, Write Inc) with parents. Audio books 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 covered the following sounds in their reading experiences:
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)
and at least four sounds from the following list:
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. Each child’s Learning Journey is used to evidence the progress made through the Foundation Stage. Parents are invited to see these throughout the year and to add their own comments. 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 and attention: 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.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: 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.
Moving and handling: 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.
Health and self-care: 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.
Personal, social and emotional development
Self-confidence and self-awareness: 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.
Managing feelings and behaviour: 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.
Making relationships: 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.
The Specific Areas
Reading: 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).
Writing: 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.
Numbers: 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.
Shape, space and measures: 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.
Understanding the world
People and communities: 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.
The world: 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.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: 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.
Being imaginative: 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.