Early years curriculum

Intent

Ladycross Early Years Foundation Stage is a safe and happy place to learn, work and play.  In partnership with families the team are fully committed to providing an engaging and enriching curriculum.  Children are guided on a nurturing journey enabling them to become more confident, inquisitive, imaginative and empathetic learners.  The fully inclusive and personalised curriculum promotes independence and encourages children to embrace challenge and to persevere.

Implementation

Ladycross EYFS follows the Early Years Statutory Framework for the Early Years Foundation Stage. 

This Framework specifies the requirements for learning and development in the Early Years and it is organised into seven Areas of Learning and Development:

Prime Areas

• Personal, Social and Emotional Development
• Physical Development
• Communication and Language development

Specific Areas

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

Through a well organised, stimulating environment, the children will organise their own play and will demonstrate positive characteristics of effective learning – playing and exploring (engagement), active learning (motivation) and creating and thinking critically (thinking).

We plan a broad and balanced curriculum that values children’s prior learning and cultural backgrounds. 

Our carefully planned lessons aim to capture the children’s attention and imagination and create a sense of awe and wonder. We listen to children’s ideas, assess what they already know about a topic/subject and question what they would like to learn.   They build on children’s prior learning, skills and knowledge.  Communication and Language, Physical Development and Personal, Social and Emotional Development are at the heart of all learning. Topics are planned to ensure appropriate depth and challenge.  

The timetable is organised effectively to ensure a balance of teacher directed and child initiated activities.  Learning through play is vital. We use the environment to ensure the children’s needs are met through continuous provision and enhanced provision, and by following their interests.

Continuous provision challenges the children to push boundaries, take risks and create their own learning paths.

Staff introduce challenges and teach objectives through whole class, small group, teacher directed activities and by going into continuous provision to observe children’s play and move learning forward at that point.  Using Tapestry, staff record a ‘snapshot’ of evidence of children’s learning to build an overall picture and set next steps for learning.  Formative assessment takes place within every session and helps staff to identify children who require further challenges or additional support to achieve the objective. 

Each day children in Early years access a short daily Maths and Phonics lesson.   Children's progress is tracked each term and lessons are differentiated to meet the needs of all learners.  In addition to daily Phonic and Maths lessons, small groups of children in EYFS also access Phonics, Maths and Communication and Language interventions.  These bespoke interventions provide opportunities for children to revisit previous teaching, reinforce class teaching and to support children in achieving a Good Level of Development. 

Our young learners understand the importance of respect and British values.  We believe there are no limits to what children can achieve.  With determination, hard work and a positive attitude anything is possible.

Impact

At Ladycross Infant and Nursery School we use both formative and summative assessments to inform medium term and weekly planning for our younger children.  We start with a baseline assessment at the beginning of the school year. Assessment information is also used at half termly Pupil Progress meetings to inform next steps.  Target children are identified and intervention planned and implemented.  Assessment data is submitted termly using Insight and achievement and progress of groups of learners is analysed.  Lesson observations, book scrutinies, learning walks and pupil/parent voice are all used to monitor and evaluate the teaching and learning in EYFS.