Welcome To EYFS
Meet Our Team
Mrs K. Wroe
EYFS Lead and Reception Class Teacher
Miss C. Hadland
Miss M. Bishop
Mrs J. Palfreman
Early Years Practitioner (HLTA)
Mrs L. Argyle
Early Years Practitioner
Learning Environment: Why?
Intent: We create a learning environment inside and outside that is always stimulating and exciting so that children are able to access the resources independently regardless of their ability or level of need. The setting up of our learning environment links closely to our formative and summative assessments and are regularly enhanced to meet the developing needs of the children in our care. The pedagogy and inspiration entwined in our practice is taken from the ‘Curiosity Approach’, Reggio Emilia and Montessori. We provide environments that motivate and engage children and we know the importance of research and this is reflected in our learning environments.
Implementation: The ‘Curiosity Approach’ provides a calm environment, with neutral backgrounds for displays to let learning shine through. We use natural resources to enhance the areas of learning we set up and our displays have a visible trace of the children’s thinking and learning showing the process rather than product. We use a ‘Gap and Strength Analysis Tool’ to reflect on how effective our learning environments are. Through observations and professional conversation with staff we discuss the strengths and weaknesses of the learning environment daily/weekly. This enables us to adapt and enhance an area so that children are accessing them effectively. Alongside the approach we implement the learning environment provides children with a rich in print environment linked closely to their interests and fascinations. The learning environment also allows children to apply skills and knowledge and revisit their learning through carefully set up continuous and enhanced provision. At St Anne’s we have an inside and outside learning environment, a big garden for gross motor development and where children can access ‘Work Outside Wednesday’.
Impact: Children are able to access the curriculum independently and confidently with the necessary level of support and challenge.
They are able to show their learning behaviours and develop new learning behaviours by becoming a ‘thinker’ or a ‘doer’! The unit is well resourced and all resources are easily accessible and support children to achieve their set goals. Our environment becomes an ever-evolving learning space with adults who are responsive to children’s learning and development.
Intent: We create a curriculum that children know, understand and are able to do. The curriculum is closely linked to our current cohort, their needs, interests and fascinations. Our curriculum is set with high expectations for all children, builds on children’s previous learning and children are challenged and supported to make good progress and become lifelong learners.
Implementation: We offer a balance of child-centred and adult-led learning, where children are able to revisit and have opportunities to recap and remember over time, making links to previous learning and new learning. We include parents in their child’s learning long the way. Alongside the MAC Experiences for the children, we ensure all children leave Nursery and Reception with the skills and knowledge they need for lifelong learning. We have implemented a set of ‘Curriculum Goals’ alongside the teaching of ‘Educational Programs specific to experiences we want our children to have had. To meet the needs of our children we have implemented opportunities to use the outside space, be fully immersed with nature and develop gross motor skills outside during ‘Work Outside Wednesday’. We have also trained staff to have a greater knowledge of all children’s communication and language development. This is enhanced by early identification and support is put in place promptly. We can then to ensure all children have the skills to access the curriculum using effective communication skills. The children also have access to ‘Drama Tots’ each half term to support their developing language skills and creative development.
Impact: The impact of well thought out provision, a curriculum tailored to the needs of our children is that a higher percentage of children will achieve ‘expected’ at the end of the Foundation Stage. The impact is that they are ready to move into KS1 confidently with all the necessary skills and knowledge they need for future learning.
Intent: Our planning cycle is closely linked to observation and assessment and supports children’s interests and fascinations. We have developed a Long Term Plan and Medium Term Plan which outlines how we intend to engage children throughout the year to meet the Statutory Educational Programmes. It is a varied plan of activities and experiences to ensure all children make good progress throughout the year.
Implementation: Planning is a whole team exercise, staff meet weekly to plan for children’s next steps in learning and this is where we enhance the planning with any observations, in the moment planning, fascinations or interests that staff have made throughout the week. Alongside this we plan for differentiation in skills and knowledge linked to the Medium Term Plan. We focus on a variety of texts throughout the year as a starting point, initiate a point of enquiry for all we do, and plan to model and scaffold children’s learning so children can go deeper. Alongside our Educational Programmes we use a bespoke program of study to enhance our planning in Maths and Literacy.
Impact: Children can recall and remember learning through using prompts and their Lovely Learning Books to discuss their learning journey so far. The planning provides us with ideas to support the children’s learning and moves learning forward providing children with challenge and support as necessary.
Intent: Our intention for children who are on different paths to learning is a quick identification of their needs by trained and responsive staff. The curriculum for these children remains ambitious for all children in our care although we recognise the outcome will be varied.
Implementation: All of our children are involved in our teaching and learning regardless of their need and support is put into place during continuous provision. Identified children who need extra support, those who have a diagnosis or a PCP have their needs met using a variety of different teaching strategies, some are in smaller groups or on a 1:1 basis. Some of those interventions include; Basic Maths, Basic English, Feelings- Emotional Support (PSED), PRE-Teaching (EAL), SALT targets, RWI 1:1 support or Reading intervention. We are supported by our SENco and work alongside outside professionals to ensure we are
supporting children to work towards achieving their individual goals.
All children reach their full potential regardless of their starting point or need.