Leadership of EYFS
Mrs F Fahimuddin, Assistant Headteacher
Helene Galdin-O'Shea, Swati Soni
At Glebe Primary School we aim to provide a stimulating and safe learning environment where children can engage in purposeful learning activities.
British values and the commitments to the UNCRC Rights Respecting Articles are embedded within all areas of learning. We encourage children to become motivated and independent learners within our provision. Learning through play, enabling environments, outdoor learning, following children’s interests and teaching though interactions provide a rich learning experience for our youngest learners.
The Early Years curriculum is underpinned across 7 key areas of learning which interlink to support children’s personal growth and development.
Our aim is for children to leave the EYFS as confident, happy, independent, resilient learners, emotionally and academically ready for Year one.
Nursery and Reception classes plan for learning using ‘Development Matters’ and the Statutory Early Years Foundation Stage Framework within Reception. We deliver learning experiences through a balanced approach of adult led and child led learning based on the interests of the children.
Working in partnership with families is very important to us. Staff establish positive relationships with children and their families to enable a good understanding of how best to support children’s strengths and further develop skills for independent learning.
The three prime areas: Communication and Language, Physical Development and Personal Social and Emotional Development underpin the development of children and ignite their curiosity that will support them in their future success.
Observations of children’s learning are regularly carried out. This formative assessment guides future planning and provision enabling each child to take the next steps towards meeting their individual learning and development needs.
Progress is measured against age related expectations and challenging targets are set which are appropriate to each child’s stage of learning and development.
Throughout the Foundation Stage, staff collate a holistic picture of each individual child’s learning and development using a wide range of assessment strategies to document their progress within an electronic learning journal (Evidence Me) which can be accessed by parents.
The Foundation Stage Profile is completed for Reception children in the summer term to provide an overall assessment of their learning.
Communication and Language
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. Purposeful and engaging talk is essential for children to develop their listening skills as well as widening their vocabulary. A language rich provision is planned to extend opportunities for talk around the learning environment to enable the number and quality of the conversations they have with adults and peers throughout the day.
We are a diverse community school who celebrate all community cultures and languages of our children. Children are encouraged to speak in both home language as well as English. Research has shown that a strong foundation in home language can enable accelerated English language development.
Phonics and Early Reading
We teach phonics through the Little Wandle Letters and Sounds Revised Programme. The scheme provides a systematic approach to early reading and spelling which meets all the expectations of the National Curriculum.
Daily phonics lessons are timetabled for all children in Early Years and key stage one. Phonics skills are an essential first step to decoding words using the Little Wandle sequence as a first step to early reading. Children are taught to identify the letters and sounds of the alphabet at the earliest part of the learning journey within the nursery.
Reading is central to our curriculum. Understanding and enjoyment of books is supported through daily story time sessions and role play activities. The CLPE Power of Reading approach is incorporated within the teaching of Communication, Language and Literacy. Language rich texts are selected to promote a love of reading and early comprehension skills. High quality texts incorporating wide ranging vocabulary, prompts for purposeful talk and role play are successful in raising engagement and attainment in reading and writing.
A strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children are encouraged to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. We follow the White Rose Maths Hub scheme which continues throughout their learning journey at Glebe.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them. Enrichment opportunities such as visiting shops, parks and libraries and learning about important members of society supports their understanding of the community in which they live. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support their understanding of the world around them. Enriching and widening children’s vocabulary supports their future reading comprehension.
Expressive Arts and Design
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.