A huge welcome to our Early Years page! At Hugo Meynell Primary school we are very lucky to be surrounded by such beautiful grounds where are children are able to investigate, learn and thrive in.
"Children in early years get a great start to their education because the area is led effectively. Teachers work closely together to ensure that they and their respective teams adapt the curriculum to suit the needs of individuals and groups of children. The proportion of children who attained a good level of development at the end of their time in Reception has remained above the national average." OFSTED 2017
Meet the team
- Mrs Adcock - Deputy Headteacher, EYFS Lead (Reception Teacher)
- Mrs Vaughan - Senior Nursery Nurse (Nursery Lead Practitioner)
- Mrs Stirland - Teaching assistant (Reception)
- Mrs Williams - Nursery Nurse (Nursery)
In the Early Years at Hugo Meynell we believe in providing children with a safe and stimulating environment where children flourish. We pride ourselves on listening to children and those who care for them and using this information to personalise each child’s learning. Learning should be fun and we strongly believe in first hand learning, valuing the importance of the environment to develop children’s thinking, language and problem solving skills.
We believe that every child is unique and should be treated so allowing them the opportunity to develop and learn in a safe and nurturing environment where play and learning is combined. We understand the importance of practical learning experiences and strive to equip children with a love of learning and a natural curiosity.
We are committed to giving our children the best possible start to their school life, teaching them skills which ensure their well-being now and success in the future.
On entry to our EYFS, children have a natural curiosity and enthusiasm for learning that we foster and develop. Our EYFS team believe that we have an exceptional EYFS environment that enables all children to learn. We develop children’s thinking, language and problem-solving skills in an environment of nurture. Our EYFS environment is child-led and we personalize it to the needs of our children. We see each child as an individual and make the most of their abilities and talents as they grow. This enables us to ensure that it is cohort specific to recognize differences. We focus strongly on building a rich vocabulary as we recognize that this is an essential element of learning.
To ensure consistency and appropriate sequencing, we plan collaboratively but flex our planning to meet the needs of different children. We use a variety of sources to build upon the core of ‘Development Matters’ e.g. Jolly Phonics to support all phonic teaching. The national ‘Development Matters’ provides an age-related progression map which ensures that there are no gaps in learning of skills and knowledge. DMs is our foundation and we then select topics to meet children’s interests and needs, understanding that any topic can be selected as long as the skills and knowledge are the first step and that the topic is the vehicle to drive learning.
We use the ‘Tapestry’ assessment tool which enables us to make accurate formative assessments that informs future teaching and curriculum design. It also records children's daily learning moments and allow staff to track and assess children on a daily and weekly basis within all areas of the curriculum.
We want our children to leave the EYFS as confident, socially able children with many of the basic skills that they will build upon in KS1. We know that we are successful because of positive feedback from parents and receiving staff and our EYFS outcomes.
How we learn in our Foundation Stage
Our learning is based on the Early Years Foundation Stage Curriculum. This curriculum is split in to seven areas of learning which are; Personal, Social and Emotional Development, Physical Development, Communication and Language, Literacy, Mathematics, Understanding of the World and Expressive Arts and Design. We use a range if cross curricular continuous provision to ensure that the children have a rich and rounded learning experiences, guided hy the children’s interests and abilities.
The Characteristic of Effective Learning underpin everything we do, as they help develop the children’s skills as independent learners and enhance essential attributes for long success such as perseverance, problem solving and critical thinking. The Characteristic of Effective Learning are divided intro three categories; ‘playing and learning’, ‘active learning’ and ‘creative and thinking critically’
During English this year children will explore a range of books and stories linked to our topics. This will support children with their rapidly growing vocabulary and it will expose them to new and unfamiliar words and their meanings. Children will answer questions about texts and will discuss what they have read with an adult. The children will explore writing for different purpose including labels and captions, retelling stories, writing lists and simple instructions and creating short non-fiction pages. Children will then develop the ability to compose, verbally recall and write their name, words, phrases and simple sentences that can be read by an adult. In Reception children will learn to use finger spaces, capital letters and full stops in their writing and also develop the ability to sound out new words for spelling.
We follow ‘letter and sounds’ along with jolyphonics when teaching phonics in school with a focus on teaching children to read and spell accurately and fluently. Children first learn to recognise the individual sounds (phonemes), then move onto groups of letters (diagraphs/trigraphs) which make sounds when they are out together. Children learn to write letters and also blend and segment words, supporting reading, writing and spelling in the early years.
Children will start to develop heir understanding of number and shape, they will do this through the exploration of the world around them and through active learning. Children will be encouraged to investigate number both indoors and outdoor through play and they will be given a wide range of opportunities to develop critical thinking skills by solving simple problems practically. In Reception key skills will include learning to count, recognise and order numbers to 20. To investigate the meaning of number and different ways we can represent it. We will introduce addition and subtraction, finding one more and one less using concrete objects and applying this skill in different situations. Children will also learn to double, halve and share groups of objects.
Reception Toolkit Materials