The Early Years Foundation Stage Curriculum
The Nursery is staffed by qualified teachers and Early Years Practitioners who plan and work together as a team.
We plan our learning experiences using the National Early Years Foundation Stage Curriculum. As children move into reception classes they will still be working towards ‘The Early Learning Goals’ set out in the EYFS so there will be continuity for the children through their transition into their next schools. We provide a firm foundation on which to build future academic, social and emotional success.
There are seven areas in the EYFS with three prime areas:
- Personal, Social and Emotional area of learning (prime)
- Physical area of learning (prime)
- Communication & Language (prime)
- Expressive Arts and Design
- Understanding of the World
Play underpins all development and learning for young children. Most children play spontaneously, although some may need adult support, and it is through play that they develop intellectually, creatively, physically, socially and emotionally. Children need and have the opportunity to play indoors and outdoors.
As a school we have been influenced by the Reggio Emilia approach. The preschools in the region of Northern Italy are said to be the best in the world. The school was involved in the International Exhibition from Reggio entitled ‘The Hundred Languages of Children’ and staff study visits to Reggio.
Inspiration from the wonderful achievements of children and the development of pre-schools as an integral part of the community in the Reggio region has led us to look at the following aspects of our curriculum and practice:
- Use of a greater range of creative techniques to support children’s work and ideas.
- Listening to children’s ideas and explanations to explore projects in greater depth.
- Facilitating opportunities for visits outside school for children, their parents and families.
- Enlarging opportunities for parents to be deeply engaged in the life of the school.
- Improving records of children’s progress through documentation.
- Developing greater community involvement.
- Introducing more practitioners to support children and staff in areas such as art, science, ICT etc.
- The environment as third teacher.
Class teams plan in advance. Planning takes into consideration children’s interests and patterns of play, curriculum areas, differentiation, needs of individual children and their stages of development, including the recognition of the importance of the child’s home language.
Ongoing assessment and record keeping is made through observations, photographs and samples of children’s work which are entered into the child’s learning diary. This is used to inform our planning. The records are updated regularly and parents are encouraged to share and contribute to their child’s learning diary. They also inform transfer information to following schools.
If you would like to see the Early Years Foundation Stage Curriculum that we follow here at St. Werburgh’s Park Nursery School please click here.
For an example of how we plan for children, please download our Term 5 and 6 Continuous Planning document.
At St Werburghs Park Nursery School we regularly have children for whom English is an additional language. A significant number of children speak more than two languages, 40% in the academic year 2017/2018. As a school we proactively encourage and promote children’s home languages. We welcome family members into school to share cultural differences and languages. There is evidence that once you have learned more than one language each new language gets easier to learn. There is also a recognition of how speakers of more than one language use their linguistic knowledge to find similarities with other languages.
Cummins. 2001 –
“Encouraging and supporting the use of mother tongue in the school or setting helps develop not only the mother tongue but also the child’s abilities in the majority school language.”