Within the Reception year, we embark on a play-based curriculum offering a mix of child-initiated and adult-led learning opportunities – but always taking into account the interests and needs of the children.
The curriculum across the EYFS is based on the principles of Development Matters: focusing on the aspects of a ‘unique child’, ‘positive relationships’, ‘enabling environments’, leading to ‘learning and development’.
Learning and Development
“Children develop and learn in different ways. Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.” Development Matters
A Unique Child
“Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.” Development Matters
All adults working with children within the setting will observe a child’s development and learning. This is evidenced in each child’s Tapestry Online Learning Journal.
The ways in which a child interacts and engages with their environment, peers and supporting adults – playing and exploring, active learning and creating and thinking critically – underpin all teaching and learning opportunities with the ultimate aim of creating motivated and curious learners.
The transition into Primary education can be a big step and families are supported through this process in a number of ways throughout the summer term and into their first term at school.
Throughout a child’s time in EYFS, home/school relationships play a crucial part in a child’s learning. Insight and Tapestry are used as tools for sharing a child’s learning in school as well as allowing families to share achievements from home.
PSHE activities, such as the Jigsaw Scheme, are used to support the development of strong relationships between children and their peers as well as helping children to develop trusting relationships with the adults who care for them in school.
Enabling Environments
“Children learn and develop well in enabling environments in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.” Development Matters
“We need to think about the learning environment as a pedagogical space not simply somewhere that learning happens randomly” Elizabeth Jarman
Basic Provision – Resources linked to ‘expected’ ages and stages of development or historical knowledge of cohorts. Basic Provision is used during the first term of the Reception year before baseline assessment has been completed.
Enhanced Provision (object or prompt) – Areas of provision that have been enhanced with objects or prompts that support an interest or encourage investigation and questioning.
Enhanced Provision (skill) – Areas that have been enhanced with resources to support the teaching of a specific skill or concept.
Continuous Provision – Resources linked to current assessment that have been levelled to match the attainment and learning preferences of your current cohort.
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