EYFS Intent, Implementation and Impact Statement

The Early Years Foundation Stage (EYFS) framework sets out the requirements and standards for learning, development and care from birth to five years. Children in our Nursery and Reception follow our EYFS curriculum.

Intent

Our curriculum is designed to recognise and build on children’s experiences and prior learning from home and previous settings. We work in partnership with parents and other settings to provide the best possible start at Ferryhill Station Primary School, striving to ensure each child has the opportunity to reach their full potential, considering their starting point.

Our curriculum places a strong emphasis on the Prime Areas of learning: Communication and Language, Personal, Social and Emotional Development and Physical Development. As children move from Nursery to Reception, a greater focus is placed on the Specific Areas of Learning: Literacy, Mathematics, Understanding the World and Expressive Arts and Design.  This ensures that children have access to a broad and balanced curriculum that helps provide opportunities to strengthen and apply the prime areas of learning.

At Ferryhill Station Primary School we recognise that Communication and Language skills not only improve academic outcomes for children but are a life skill, helping ensure success beyond school. Oracy promotes children’s confidence, ability to form relationships and develops their resilience. Our communication-rich environment and skilful adult interactions support children in developing their understanding and ability to use language.

We believe that a high level of engagement supports children in accessing and achieving to the best of their ability. We therefore aim to provide an engaging curriculum which provides meaningful cross-curricular links and considers children’s interests. We aim to promote children’s love of learning, both in the indoor and outdoor provision.

By the end of Reception, our intent is to ensure that children make at least good progress from their starting points and are equipped with the skills and knowledge they need to transition into Year 1.

Implementation

Long term plans set out our broad curriculum for year. There is a degree of flexibility in our plans, and these are adjusted in light of children’s developing needs over the course of the year.

Each half term, we have a theme/ topic to introduce new learning and enthuse children. We consider children’s interests and the requirements of the educational programmes, ensuring all areas of the EYFS curriculum are covered. Children learn through a balance between adult-led and self-initiated activities and our daily timetable is carefully structured so that this balance is appropriate for our children’s needs. As children progress through EYFS from Nursery to Reception the balance shifts to a greater amount of time being spent in adult-directed activities.

During the day, children have the opportunity to engage in play and exploration, both in the classroom and outdoor areas. This supports children in their Characteristics of Effective Learning. We understand that the ways in which children engage with their environment and other people, playing and exploring, through active learning and through creating and thinking critically, underpin learning and development and support children in becoming effective and motivated learners.

Communication and Language:

Children are exposed to a wide and rich language model, through stories, songs, and rhymes and by being actively engaged in conversations. They will have the opportunity to express their thoughts, ideas, feelings and needs. Children are taught to:

  • Listen with interest and understanding to what other children and adults have to say
  • Develop their understanding of new vocabulary
  • Use new vocabulary and language structures appropriately in different contexts
  • Articulate ideas clearly and using well-formed sentences
  • Hold a conversation, listening to others and responding appropriately with comments and questions
  • Talk about story books and non-fiction
  • Learn songs, rhymes and poems

Personal, Social and Emotional Development

Starting school is an important life event and our nurturing, small setting aims to support the emotional well-being of our youngest pupils. Children’s pastoral needs are supported by a key worker system. Because we run as an EYFS Unit, with staff getting to know and build relationships with all our children, a seamless transition from Nursery into Reception is facilitated.

Children are supported in:

  • Forming a positive sense of self and showing confidence in the setting and when trying new activities
  • Focusing attention and following instructions accordingly
  • Understanding and talking about their own and other’s feelings
  • Managing emotions, showing resilience and perseverance
  • Forming positive friendships with peers, co-operating and being able to resolve misunderstandings for themselves
  • Becoming independent learners, being able to manage their own needs
  • Looking after their bodies and health

Physical Development

Children develop greater control and stamina in their large muscles and movements (Gross Motor Skills), developing overall strength, co-ordination and balance. They also build strength, co-ordination and control in their finer movements (Fine Motor Skills). Alongside this, we support children in developing their self-help skills and independence.  Physical Development also addresses children’s understanding of ‘being healthy,’ making choices about food, dental hygiene and understanding the effect of exercise on our bodies.

Children take part in regular P.E sessions and have access to the outdoor areas (their Garden and Woodland Areas) for child-initiated physical activities, such as using the climbing wall, building with crates, blocks, etc.

Children are taught to:

  • Understand what it is to be healthy and develop a positive attitude to physical activity, healthy eating, teeth brushing, having a good sleep routine and being a safe pedestrian.
  • Negotiate space safely and travel energetically in a variety of ways, such as running, hopping, skipping, sliding, climbing, etc.
  • Develop core strength, balance, spatial awareness, co-ordination and agility
  • Develop proficiency, confidence and control when using tools, such as paintbrushes, scissors and knives and forks
  • Hold a pencil effectively and form letters correctly.

Literacy:

  1. Reading

Reading is a crucial life skill that children need in order to access learning throughout the curriculum. We aim to develop children’s enthusiasm for books and literature, leading to a life-long love of reading.

The two aspects to reading to be considered are language comprehension and being able to decode words. We have a Reading Comprehension Framework in place and staff use high-quality focus texts to teach the skills needed to develop understanding of texts. In Reception, children begin our phonics programme, Read, Write, Inc. which teaches them the sounds that letters make in words and how to blend and segment sounds to read and write.

Throughout the provision, children have access to a wide range of story books and information texts. We also have a cosy book area where children can sit comfortably to read books that interest them. Adults support children’s developing reading skills and interest in books by planning adult-led reading sessions and by supporting children in engaging with and sharing books and literature as part of their self-initiated play.

We have a well-stocked library of books which children can choose to take home to share with their family. We also send home reading books linked to the phonic level children are working at. Staff support children in reading these books in school before they are taken home.

As part of our Reading curriculum, we teach children to:

  • Re-tell stories, using their own words and story language
  • Discuss information in non-fiction books
  • Develop good comprehension of language used in books, demonstrating understanding of what has been read to them
  • Decode words, recognising sounds in words and blending these effectively to read
  • Read some Common Exception Words, such as ‘to,’ ‘the’ and ‘my.’
  1. Writing

We support children in developing an understanding of the main reasons we use writing- to communicate meaning and to record ideas, thoughts, opinions, etc.  In adult-led sessions, adults explain to children the purpose of the writing task, the structure the writing will take and staff model the process of orally composing and rehearsing sentences, editing these to improve then transcribing (writing down) ideas. During their RWI sessions, children are taught the correct formation of each letter. They are then encouraged to apply their skills in composing and transcription in their writing across the curriculum.

We provide a wealth of writing opportunities for children to take part in during their self-initiated play, and adults work alongside children to help develop their interest and skills in writing.

In summary, we teach children to:

  • Develop their ability to compose by articulating and capturing ideas, structuring these in speech before writing.
  • Spell words by segmenting the sounds in words and representing these with the corresponding letters.
  • Write the letters of the alphabet using the correct formation.

Mathematics

We want children to develop positive attitudes and interest in Mathematics. We teach number, space, shape and measures through practical activities and we support children in developing their problem solving and reasoning skills in Mathematics. They are encouraged to ‘have a go’ and learn from their mistakes. In Reception, children have a daily maths lesson and this is followed up by a differentiated adult-led group activity. There are opportunities for children to access a range of mathematical experiences and resources throughout the provision, which allows them to apply their developing mathematical understanding and skills in different contexts. For example, children can use balances and scales in the Home Corner, they can use shapes to print with in the Creative Area and they can create pattern necklaces using coloured beads. We recognise that it is the adult’s interaction with children during their play experiences that moves children’s mathematical thinking and understanding forwards.

 Through our Mathematics curriculum, we teach children to:

  • Count objects and pictures accurately, with one to one correspondence
  • Subitise small sets of objects
  • Understand the composition of each number to 10
  • Compare quantities, saying which one is greater, less or when they are the same.
  • Understand patterns in numbers, including odds and evens, double facts and equal grouping.
  • Develop reasoning skills
  • Develop spatial awareness and understand the properties of shapes

Understanding the World

We support children in developing their understanding of the wonderful world they live in, learning about their physical world and nature around them, finding out about their own and wider community and learning about the past and present. We understand that children learn from first-hand experiences and we therefore plan visits and invite visitors into our setting. We teach children about their own and other peoples’ cultures and celebrations that take place in communities. They are taught early history, discussing their own past experiences, looking at photographs, artefacts and stories about the past.

Children have access to an extensive Woodland Area and we use this to foster children’s natural curiosity about nature around them. Children are taught to respect their environment and living things in their vicinity. Following on from this, we look at contrasting habitats, such as ‘under the sea,’ drawing on children’s own experiences and using information from books, photographs, drawings and the internet.

Past and Present

We teach children to:

  • Talk about the lives and roles of people in their community and wider area
  • Discuss similarities and differences of things in the past and now, from hands-on experiences and information sources, such as books.

People, Culture and Community

  • Talk about their immediate environment from observation, maps and non-fiction texts
  • Understand similarities and differences between religious and cultural communities
  • Talk about similarities and differences between life in this country and life in other countries.

The Natural World

  • Explore and observe the natural world around them
  • Understand some of the similarities and differences between the natural world around them and some contrasting environments
  • Develop their understanding of change, such as seasonal change and changes of matter, such as the change from liquid to solid when water is frozen.

Expressive Arts and Design

We want our children to develop their imagination and creativity through exploring a wide range of media and materials and through engaging with the arts.  Children will have ample opportunities to take part in role play and dance and they will have access to paints, drawing materials and modelling resources to use both for their own purposes and for set projects. We understand that it is the process of designing, making and evaluating pictures/ objects that is important for children’s learning and not necessarily working towards a ‘prescribed’ outcome. Children will have the opportunity to work collaboratively, sharing ideas and resources. Through careful organisation of resources in areas of learning and through modelling use of materials and techniques, children will be supported in developing their independence when carrying out activities.

Children are taught to:

  • Explore and safely use a variety of materials and tools
  • Make and use props in their story-telling and role play
  • Make up, recycle and re-tell narratives and stories
  • Sing and play instruments to accompany songs and rhymes
  • Perform stories, rhymes, and songs to others.

Impact

Prior to children starting, staff spend time speaking to children’s parents and previous settings to begin to form an understanding of each child. During the first half term in Nursery and Reception, we use on-going assessments, observations and discussions with children to develop a baseline assessment. This forms the starting point for each child and learning experiences that ensure progression can be designed following this.

Ongoing Assessment

Observations and teacher assessments are used to inform weekly planning and children’s next steps in learning. Staff use their knowledge of the child, their needs and interests to develop provision and shape learning experiences. Progress is evidenced by including key observations in children’s Learning Journals and recorded/ photographic evidence in children’s work books in Reception.

Termly updates of assessments are made and these are shared with Senior Leaders. From these, we identify children who are at risk of falling behind and outline what will be done to address the needs of these children.

Inclusion

Where there is concern about a child’s attainment or progress, we will speak to parents and put into place measures to support the child in their area of need. This may include a referral to an outside agency, if required. Progress will be carefully measured to monitor impact of interventions.

Reception Baseline Assessment

From September 2021, we will be carrying out the statutory Reception Baseline Assessment (RBA). This assessment will ascertain children’s attainment in Language, Communication and Literacy and Mathematics. The purpose of the assessment is to show the progress children make from their starting points in Reception to the end of Key Stage 2.

Early Years Foundation Stage Profile

In the second part of the Summer Term of Reception, we complete an EYFS Profile assessment for each child. For this summative assessment, the teacher makes a judgement as to whether the child has met the Early Learning Goals for each curriculum area. Children will be assessed as either ‘emerging’ or ‘expected’ in each Early Learning Goal. The results of the EYFS Profile help form a narrative of each child’s journey and needs that is shared with parents and Year 1 teachers.

Phonics Assessments

In Reception, phonics assessments are carried out every half term and these assessments are used to place children in homogenous groups. This means that phonics teaching can be targeted at need more effectively.

With the successful implementation of both rich and balanced curriculum and a well-structured and challenging learning environment, children will be able to develop the skills, knowledge and understanding that enables them to be successful learners. Children will be actively engaged in learning and their enjoyment of this learning will be apparent to all.  All children will have experienced a curriculum that provides, exciting and relevant learning experiences and opportunities for children to learn through hands on experiences, meeting visitors and taking part in educational visits. Children will more fully appreciate and understand the world around them, experiencing and learning about different cultures, music, dance, art and history.

Impact will also be evidenced through our successful transitions into Year One. Children will leave Foundation Stage with the attitudes to learning, emotional resilience, language skills and mathematical understanding that will provide them with a firm foundation to continue their learning journey in their next phase of education. They will also have the interest, knowledge and skills to continue their journey as scientists, historians and geographers.

Impact

Prior to children starting, staff spend time speaking to children’s parents and previous settings to begin to form an understanding of each child. During the first half term in Nursery and Reception, we use on-going assessments, observations and discussions with children to develop a baseline assessment. This forms the starting point for each child and learning experiences that ensure progression can be designed following this.

Ongoing Assessment

Observations and teacher assessments are used to inform weekly planning and children’s next steps in learning. Staff use their knowledge of the child, their needs and interests to develop provision and shape learning experiences. Progress is evidenced by including key observations in children’s Learning Journals and recorded/ photographic evidence in children’s work books in Reception.

Termly updates of assessments are made and these are shared with Senior Leaders. From these, we identify children who are at risk of falling behind and outline what will be done to address the needs of these children.

Inclusion

Where there is concern about a child’s attainment or progress, we will speak to parents and put into place measures to support the child in their area of need. This may include a referral to an outside agency, if required. Progress will be carefully measured to monitor impact of interventions.

Reception Baseline Assessment

From September 2021, we will be carrying out the statutory Reception Baseline Assessment (RBA). This assessment will ascertain children’s attainment in Language, Communication and Literacy and Mathematics. The purpose of the assessment is to show the progress children make from their starting points in Reception to the end of Key Stage 2.

Early Years Foundation Stage Profile

In the second part of the Summer Term of Reception, we complete an EYFS Profile assessment for each child. For this summative assessment, the teacher makes a judgement as to whether the child has met the Early Learning Goals for each curriculum area. Children will be assessed as either ‘emerging’ or ‘expected’ in each Early Learning Goal. The results of the EYFS Profile help form a narrative of each child’s journey and needs that is shared with parents and Year 1 teachers.

Phonics Assessments

In Reception, phonics assessments are carried out every half term and these assessments are used to place children in homogenous groups. This means that phonics teaching can be targeted at need more effectively.

With the successful implementation of both rich and balanced curriculum and a well-structured and challenging learning environment, children will be able to develop the skills, knowledge and understanding that enables them to be successful learners. Children will be actively engaged in learning and their enjoyment of this learning will be apparent to all.  All children will have experienced a curriculum that provides, exciting and relevant learning experiences and opportunities for children to learn through hands on experiences, meeting visitors and taking part in educational visits. Children will more fully appreciate and understand the world around them, experiencing and learning about different cultures, music, dance, art and history.

Impact will also be evidenced through our successful transitions into Year One. Children will leave Foundation Stage with the attitudes to learning, emotional resilience, language skills and mathematical understanding that will provide them with a firm foundation to continue their learning journey in their next phase of education. They will also have the interest, knowledge and skills to continue their journey as scientists, historians and geographers.

Impact

Prior to children starting, staff spend time speaking to children’s parents and previous settings to begin to form an understanding of each child. During the first half term in Nursery and Reception, we use on-going assessments, observations and discussions with children to develop a baseline assessment. This forms the starting point for each child and learning experiences that ensure progression can be designed following this.

Ongoing Assessment

Observations and teacher assessments are used to inform weekly planning and children’s next steps in learning. Staff use their knowledge of the child, their needs and interests to develop provision and shape learning experiences. Progress is evidenced by including key observations in children’s Learning Journals and recorded/ photographic evidence in children’s work books in Reception.

Termly updates of assessments are made and these are shared with Senior Leaders. From these, we identify children who are at risk of falling behind and outline what will be done to address the needs of these children.

Inclusion

Where there is concern about a child’s attainment or progress, we will speak to parents and put into place measures to support the child in their area of need. This may include a referral to an outside agency, if required. Progress will be carefully measured to monitor impact of interventions.

Reception Baseline Assessment

From September 2021, we will be carrying out the statutory Reception Baseline Assessment (RBA). This assessment will ascertain children’s attainment in Language, Communication and Literacy and Mathematics. The purpose of the assessment is to show the progress children make from their starting points in Reception to the end of Key Stage 2.

Early Years Foundation Stage Profile

In the second part of the Summer Term of Reception, we complete an EYFS Profile assessment for each child. For this summative assessment, the teacher makes a judgement as to whether the child has met the Early Learning Goals for each curriculum area. Children will be assessed as either ‘emerging’ or ‘expected’ in each Early Learning Goal. The results of the EYFS Profile help form a narrative of each child’s journey and needs that is shared with parents and Year 1 teachers.

Phonics Assessments

In Reception, phonics assessments are carried out every half term and these assessments are used to place children in homogenous groups. This means that phonics teaching can be targeted at need more effectively.

With the successful implementation of both rich and balanced curriculum and a well-structured and challenging learning environment, children will be able to develop the skills, knowledge and understanding that enables them to be successful learners. Children will be actively engaged in learning and their enjoyment of this learning will be apparent to all.  All children will have experienced a curriculum that provides, exciting and relevant learning experiences and opportunities for children to learn through hands on experiences, meeting visitors and taking part in educational visits. Children will more fully appreciate and understand the world around them, experiencing and learning about different cultures, music, dance, art and history.

Impact will also be evidenced through our successful transitions into Year One. Children will leave Foundation Stage with the attitudes to learning, emotional resilience, language skills and mathematical understanding that will provide them with a firm foundation to continue their learning journey in their next phase of education. They will also have the interest, knowledge and skills to continue their journey as scientists, historians and geographers.

Impact

Prior to children starting, staff spend time speaking to children’s parents and previous settings to begin to form an understanding of each child. During the first half term in Nursery and Reception, we use on-going assessments, observations and discussions with children to develop a baseline assessment. This forms the starting point for each child and learning experiences that ensure progression can be designed following this.

Ongoing Assessment

Observations and teacher assessments are used to inform weekly planning and children’s next steps in learning. Staff use their knowledge of the child, their needs and interests to develop provision and shape learning experiences. Progress is evidenced by including key observations in children’s Learning Journals and recorded/ photographic evidence in children’s work books in Reception.

Termly updates of assessments are made and these are shared with Senior Leaders. From these, we identify children who are at risk of falling behind and outline what will be done to address the needs of these children.

Inclusion

Where there is concern about a child’s attainment or progress, we will speak to parents and put into place measures to support the child in their area of need. This may include a referral to an outside agency, if required. Progress will be carefully measured to monitor impact of interventions.

Reception Baseline Assessment

From September 2021, we will be carrying out the statutory Reception Baseline Assessment (RBA). This assessment will ascertain children’s attainment in Language, Communication and Literacy and Mathematics. The purpose of the assessment is to show the progress children make from their starting points in Reception to the end of Key Stage 2.

Early Years Foundation Stage Profile

In the second part of the Summer Term of Reception, we complete an EYFS Profile assessment for each child. For this summative assessment, the teacher makes a judgement as to whether the child has met the Early Learning Goals for each curriculum area. Children will be assessed as either ‘emerging’ or ‘expected’ in each Early Learning Goal. The results of the EYFS Profile help form a narrative of each child’s journey and needs that is shared with parents and Year 1 teachers.

Phonics Assessments

In Reception, phonics assessments are carried out every half term and these assessments are used to place children in homogenous groups. This means that phonics teaching can be targeted at need more effectively.

With the successful implementation of both rich and balanced curriculum and a well-structured and challenging learning environment, children will be able to develop the skills, knowledge and understanding that enables them to be successful learners. Children will be actively engaged in learning and their enjoyment of this learning will be apparent to all.  All children will have experienced a curriculum that provides, exciting and relevant learning experiences and opportunities for children to learn through hands on experiences, meeting visitors and taking part in educational visits. Children will more fully appreciate and understand the world around them, experiencing and learning about different cultures, music, dance, art and history.

Impact will also be evidenced through our successful transitions into Year One. Children will leave Foundation Stage with the attitudes to learning, emotional resilience, language skills and mathematical understanding that will provide them with a firm foundation to continue their learning journey in their next phase of education. They will also have the interest, knowledge and skills to continue their journey as scientists, historians and geographers.

These documents show the coverage of the curriculum in Class 1 over a 2 year cycle.