In our Early Years Foundation Stage (EYFS) we meet the needs of all of our children through an engaging and challenging curriculum that allows children to ignite their love for learning. We believe that children are more engaged when they have a choice in their learning and so our daily timetable includes many opportunities for exploration and play.
Through play, children learn many new skills such as: risk taking; self-regulation, fine & gross motor skills; problem solving; communication and much more. Our EYFS Policy explains our pedagogy and approaches to teaching and learning within EYFS in more detail.
In the Early Years Foundation Stage (EYFS) at Kestrel Mead our aims are to…
• support children to make a planned, confident transition from home to school
• provide a happy, caring, safe and secure environment for learning
• plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities
• support children to become competent and confident learners so they are able to reach their full potential
• provide a broad and balanced high quality curriculum in line with the Early Years Foundation Stage guidance
• foster positive home school links with parents and other care providers.
At the end of Early Years Foundation Stage teachers complete end of year profiles for each child in their class. The profiles outline whether a child is ‘emerging’ or ‘expected’ within each of the seven areas of learning within the EYFS Framework. Details about these areas of learning can be found here: The areas of the EYFS. Children are assessed within each of these areas of learning against the Early Learning Goals, and further information about development and progress towards these goals can be found here: Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
As an EYFS team and effective role models, we provide high quality interactions in order to develop and deepen the children’s learning opportunities. We deliver our curriculum through a balance of adult-led and child-initiated activities based on the EYFS Framework 21 & children’s interests.
Through high-quality interactions and an engaging provision we strive to ensure that all children develop their Characteristics of Effective Teaching & Learning:
- playing and exploring – children investigate and experience things, and ‘have a go’
- active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
- creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things
Please follow this link for further information: Characteristics of effective teaching and learning
Our EYFS Handbook, with annual coverage for all of the areas of learning can be found here: EYFS Handbook 2023 – 24
Throughout the week we also teach weekly PE, PSHE (JIGSAW), Music, Talk Time and Story/Singing sessions.
Continuous Provision is not just ‘the provision that is continuously available’. Children have familiar resources that they can revisit and reuse for different purposes over time. We want children to play, explore, investigate and interpret in ways that are personal to them so we do not specify one way to use the resources provided. Within our areas of provision there is a variety of interesting and stimulating resources that engage children and have the potential to extend their learning. This is our Continuous Provision and it supports the adults to deepen, develop and consolidate the children’s knowledge, skills and understanding. The selection of resources are based on our ‘common play behaviours – levelling’ and ‘progression of skills’ documents. Teachers know what children usually do in the areas of provision when there is no adult. So, we have provided resources that support and challenge that ‘common play behaviour’.
Enhancements: In addition to the continuous provision, Teachers plan x4 weekly enhancements for their bases. These enhancements are decided in joint planning meetings and are led by the children’s current stages of development and interests. X1 enhancement is Literacy focused, x1 enhancement is Maths focused and x2 alternate between other areas of learning and provision. Objectives are tracked to ensure full coverage of EYFS curriculum within our long-term plan/handbook.
Trips and Enrichments
Throughout the year Nursery and Reception have the opportunity to visit local places and have some amazing enriching activities such as walking to the library, releasing home grown butterflies and visits to Windmill Farm Park, Leicester Botanical Gardens and pantomime at De Montfort Hall. These activities bring so much of our learning to life and help us to develop our curiosity and understanding of the world.
Homework Heroes – Reception – Autumn 1
Class 1 – Willow Pearson for her resilience to write her name in flour and with conkers; For showing curiosity to find out about her family tree and make a beautiful one with her beautiful handwriting.
Willow showed respect to help her nanny with getting the washings in, watering the plants and feeding the birds. She also showed compassion for telling the Colour Monster -who was worried to go to school- “it’s ok because you will be with all your friends in your class” and “it’s ok because you can be the teachers special helper.”
Class 2 – Milo Patel for his detailed family tree that went all the way back to his Great Grandparents, and the beautiful way that he displayed it. Milo also showed great resilience with practicing his name and forming the letters in the correct manner.
Class 3 – Layla has been working hard and showing great resilience at home. She has created a wonderful family tree and drawn a picture for each person in her family. She has also been working on writing her name and forming her letters correctly.
Class 4 – Iqra for creating a beautiful family tree, a creative name and helping the colour Monster settle into school. Iqra has shown how creative, compassionate, and curious she is whilst being super resilient to achieve all her homework outcomes.
Please see our Knowledge Organisers for:
Reception baseline assessment
As from September 2021 the Department for Education have introduced a Reception Baseline Assessment (RBA) All children in reception classes will be assessed on their early literacy, communication, language and mathematics skills at some time during their first 6 weeks. This will provide a starting point from which to measure progress from reception to the end of key stage 2. Further information can be found by clicking on the link below. https://www.gov.uk/government/publications/reception-baseline-assessment-information-for-parents