EYFS Curriculum

The EYFS Reform 2021 

In September 2021, there will be some changes to the EYFS curriculum. All Early Years providers must follow the new framework. Here is a snapshot for you of the reforms that are taking place. Please click here 

Here is a more detailed powerpoint of the EYFS reforms and how this will look like in the Early Years Setting  - please click here

EYFS Curriculum Intent

At Marsh Lane Primary we understand that purposeful play is a very important part of the EYFS curriculum and is a key way in which children learn with enjoyment and challenge. By providing a variety of learning experiences, we aim to help all children develop a positive attitude towards their learning within a caring environment. We recognise that parents are children’s first educators and we therefore seek to develop an effective partnership between home and school.

We believe that all children deserve an education rich in wonder and memorable experiences that allows children's natural creativity and curiosity to flourish, alongside the purposeful acquisition of knowledge and skills. We believe that an education that does all of this gives children the best chance to become well-rounded, happy individuals, ready to succeed in an ever-changing world.

At Marsh Lane, although we may be a small school, we recognise that our children have varied life experiences before they join us in EYFS. We aim to provide rich, creative learning experiences that reflect the needs and interests of our children.

 We fully believe that 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; and 

• children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. 

The Development Matters document along with the Foundation Stage Early Learning Goals set out end of reception year expectations for children by the end of the Foundation Stage. Marsh Lane Primary recognises the crucial role that Early Year’s education has to play in providing firm foundations upon which the rest of a child’s education is successfully based. It is our intention to provide a broadly enriched, rounded and stimulating learning environment where children can work with adults and peers in a climate of mutual respect, where our children immediately begin to 'Dream, Believe, Achieve and Succeed'.

EYFS IMPLEMENTATION

Our partnership with parents is so important to us at MLPS. We keep them informed and meet regularly with parents and carers to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed.  This includes using 2Simple 'Evidence Me', Workshops, Class Dojo and parent consultations.

We have a curriculum that is child-centered and that is based upon wow experiences and topics which engage the children.  We encourage active learning to ensure the children are motivated and interested.  We take time to get to know children’s interests and their likes to support learning.  

All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum.  The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas in the EYFS curriculum:

•    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. 

•    Literacy development 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.

These 7 areas are used to plan children’s learning and activities. Planning for this curriculum is designed to be flexible so that a child’s unique needs and interests are supported.

Daily guided activities are set up and planned that cover different areas of the EYFS curriculum and allow children to develop their next steps in learning.  Areas of need and next steps are identified for all children to ensure good progress is made.  There are also a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play.  In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practice.

 We ensure activities support the Characteristics of Effective Teaching and Learning to ensure learning takes place. These are:

• 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. 

 Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.  Our outdoor area is used all year round and in most weather conditions.

Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collected in each child’s Learning Journey.  We regularly assess where the children are using the Development Matters and then ensure our planning, adult interaction and learning environment support children to reach their next steps.

CURRICULUM IMPACT

• We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to reach the Early Learning Goals at the end of Reception and to be in line or above National expectations.
• Evidence in children’s Learning Journeys support all areas of the EYFS curriculum.
• Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills at a good pace.
• Summative assessment compares children’s attainment to age related expectations using Development Matters to support us.  This is tracked to ensure rates of progress are at least good for all children, including vulnerable groups such as those with SEND or who are disadvantaged.
• Assessment judgements are moderated both in school and externally with local schools. Experienced staff undertake moderator training through the LA which helps validate school judgements.