EYFS Curriculum Design
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.
"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