Early Years Foundation Stage
Curriculum Rationale
At Benington we strive to create a safe and happy environment, which inspires, challenges and supports pupils to achieve their potential. The Statutory Framework for the Early Years Foundation Stage provides the structure for our curriculum and approach. The framework covers the education and care of all children in Early Years provision, including children with special educational needs and disabilities with reading at the heart.
For us this is about providing the children with the opportunities needed to help them to develop a connection with nature which in turn supports good mental health development and a feeling of calm and balance. Children thrive and flourish within these environments and develop robust foundations for learning. We use the Cornerstones curriculum to ensure coverage and progression. We use the NCETM Mastering Number resource for maths and Little Wandle for phonics.
INTENT
In EYFS at Benington Primary School, the curriculum is designed to recognise children’s prior learning from previous settings and their experiences at home, provide first hand learning experiences, whilst allowing the children to build resilience, ambition and integrity. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We provide enrichment opportunities to engage learning and believe that our first experiences of school should be happy and positive, enabling our children to develop a love of learning.
Throughout their time in EYFS, the children develop a sense of belonging to our school community, ready to transition to year 1 the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners.
IMPLEMENTATION
Throughout EYFS at Benington Primary School, we follow the Early Years Statutory Framework for the Early Years Foundation Stage. We encourage active learning to ensure the children are motivated and interested. We take time to get to know children’s interests and their likes to support learning. All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum.
A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily basis. Continuous provision practise and principles begin in EYFS and support children to develop key life skills such as independence, innovation, creativity, enquiry, analysis and problem solving.
Daily guided activities are also planned to cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. Through observation and discussion, 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 reflect on the different ways that children learn and reflect these in our practise. Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collected in each child’s online or paper learning journey. We will include interventions for groups or individuals if and when necessary.
We keep parents informed and we meet regularly with them to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed.
IMPACT
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also aim for children to be at least in line with National Expectations. The impact of our curriculum is measured by assessment procedures which allow us to measure outcomes against all schools nationally. We measure the pupils achieving age related expectations throughout the academic year and put supportive interventions in place if and when needed. Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills at a good pace.
The impact of our curriculum will also be measured by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens. We endeavour for pupils to be Key Stage 1 ready and have our school values embedded by the time they leave reception, preparing them for their future
Phase 2 Grapheme pronunciation guide Autumn 2
Phase 2 Grapheme pronunciation guide
Early years long term plan
EYFS - 7 areas of learning at Benington School
Acorn curriculum map
Barriers to and solutions for Engagement, Progress and Achievement in EYFS
