"The curriculum is a top-level plan of everything the early years setting wants the children to learn." Development Matters 2021
In our Reception class at Newton Primary School we follow the Early Years Statutory framework 2021. We use the Development Matters 2021 guidance to help support our teaching and curriculum coverage. Development Matters helps us to know what children should be able to achieve at each stage in their early life.
At Newton Primary School we understand that each child is unique and has an individual way of learning. This is why we plan our activities to suit many different learning styles and abilities.
If you would like to know more about the documents mentioned above, please follow the links below.
Early Years Intent
In the Early Years at Newton Primary School, we believe that every pupil is unique. We ensure all children have the opportunity to develop and learn in a safe and nurturing environment where play and learning is combined. Through practical learning experiences, we strive to equip children with a love of learning and a natural curiosity. We are committed to giving our pupils the best possible start to their school life, teaching them skills that ensure their well- being now and success in the future.
We aim to:
- Establish an environment that is nurturing, exciting and stimulating and one that is full of interesting and challenging activities in which learning can take place.
- Deliver a curriculum based on entitlement for all, that considers each child’s existing knowledge and experiences, and where the children can engage in first hand experiences.
- Give children opportunities to practise, revise and extend knowledge and skills in a consistent and stable environment
- Enable children to develop characteristics of effective learning, which will enable them to become independent, resourceful and resilient learners now and throughout their education.
- To ensure EYFS continue and build upon their professional development.
Early Years Implementation
Pupils learn through a balance of child-initiated and adult-directed activities. Our timetable consists of specific time dedicated to the teaching of Maths, Reading, Writing and Phonics in the morning and other areas of learning such as PD, UtW, EAD and PSED in the afternoons. The children are provided with plenty of time to ‘Get Busy’ in which they engage with the classroom environment and continuous provision provided. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas.
Each term we have an overarching theme/question to investigate however children’s previous knowledge and interests steer these topics throughout. Weekly meetings between teaching staff in the class ensures continuation and consistency in learning.
We follow a range of schemes to support the teaching of different subjects:
White Rose - Maths
Read Write Inc – Phonics
Jigsaw – PSED
Developing Experts – UtW (Science areas)
Charanga – EAD (Music areas)
These schemes ensure skills and knowledge are progressive in EYFS as well as being in keeping with the rest of the school.
We provide our children with enrichment opportunities that develop the children’s characteristics of learning. These may include visitors to school, trips out into our local area or beyond, animal encounters and many more.
Early Years Impact
The impact of the EYFS curriculum is reflected in having well rounded, happy and confident children transitioning into Year 1. Our children are often amazing role models for others in school.
We measure progress and children’s learning across the year through formative and summative assessment which are based on the teacher’s knowledge of the child, their learning journeys, photographs and videos that are recorded on Tapestry.
The judgements of our school are moderated with other schools; we join moderating sessions in local clusters. This means judgements are secure and consistent with government guidelines.
Regular meetings between EYFS staff, leadership and governors take place to review and evaluate the effectiveness of teaching and learning in Reception.