We pride ourselves in our ability to provide our pupils with the best possible start to their school lives - encouraging them to foster a love of learning and a growing level of independence. We also recognise that all pupils learn in different ways and as such, we make every attempt to create a smooth transition and a child-led curriculum which caters for the needs each pupil in our care.
Ways in which we support your child's transition into school.
- Inviting our feeder nurseries to a special viewing of our Christmas Production.
- Creating a Seesaw account for our new cohort in April to allow continued sharing of information and virtual story telling sessions.
- Stay and Play Sessions within our EYFS classroom to allow for our new cohort to spend time in the school setting, getting to know the new environment and the EYFS Team.
- Home visits at the end of the Summer Term.
- A staggered entry process in September - inviting pupils to start school in smaller groups, to allow us to really tailor and focus the transition to the needs of each unique child.
Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
- Children learn to be strong and independent through positive relationships
- 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/or carers
- Children develop and learn in different ways and at different rates.
- Provide a balanced curriculum, based on the EYFS, across the seven areas of learning, using play as the vehicle for learning
- Promote equality of opportunity and anti-discriminatory practice. We provide early intervention for those children who require additional support
- Work in partnership with parents and within the wider context
- Plan challenging learning experiences, based on the individual child, informed by observation and assessment
- Provide opportunities for children to engage in activities that are adult-initiated and child-initiated, supported by the adult
- Ensure that children feel safe and secure in the EYFS Setting.
Prime Areas of Learning:
Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations
Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
There are four Specific Areas through which the three Prime Areas are strengthened and applied.
Literacy involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment
Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.