In EYFS we follow the curriculum as outlined in the latest version of the EYFS Statutory framework that applies from September 2021. Our children are working towards achieving the Early Learning Goals, which describe the statutory expectations regarding the knowledge, skills and understanding which young children should have acquired by the time they reach the end of their Reception year.
They cover learning in three prime areas:
As well as in four specific areas of learning:
Our planning has a sharp focus on the children’s starting points, their needs, interests and stages of development. We recognise that the seven areas of learning cannot be delivered in isolation and seek opportunities to make links between them. We aim to deliver the curriculum through planned, purposeful play and present new concepts in meaningful contexts that enable the children to build on what they already know. We also aim to expand children’s cultural capital where there are identified gaps.
Phonics teaching takes place initially in age-related groups, with children accessing ‘keep-up’ intervention as needed based on their developmental stage. Phonics planning is based upon the ‘Little Wandle Letters and Sounds – Revised’ teaching program.
The school takes a ‘Mastery’ approach to mathematics and children are taught in mixed-ability groupings within Nursery and Reception.
Reception children complete guided mathematics and English activities with a teacher each week.
Our long-term planning promotes learning within the areas of learning and development, tracks the learning objectives that have been covered and highlights any key events to be included.
At Glade Hill Primary and Nursery School, we deliver a creative, book-based curriculum. Medium term planning shows the key learning experiences for each area of the curriculum. Practitioners use this flexibly, choosing learning experiences to meet the needs of our children.
Short term planning shows the learning opportunities that will be available over the week. It includes differentiated adult-led experiences for curriculum areas, as well as showing how the learning environment will be set up. Activities are enhanced in response to the observations and assessment of the children and their needs.