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EYFS (Early Years Foundation Stage)

Early Years Foundation Stage

At Greenmount Primary School we aim to provide high quality early years provision that meets the needs of all children and their families. Our provision is based on the understanding that ‘Every child deserves the best possible start in life.’ Through a range of activities and opportunities we work alongside each child and their family to provide support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. (Statutory Framework for the Early Years Foundation Stage March 2014)

Early Years Provision

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. At Greenmount Primary School, children join the Reception Class in the year that they turn five. Our provision is based on the four Early Years Foundation Stage principles of: A Unique Child; Positive Relationships; Enabling Environments; and Learning and Development.

A unique Child

We value all children and their families at Greenmount Primary School and the diversity of individuals and communities is valued and respected. Children are treated as individuals and have equal access to all provisions available. We recognise that children develop in individual ways and at varying rates. All children are encouraged to achieve their personal best and planning is adapted to meet the needs of all groups and abilities. Through the use of our assessment tracker, ‘Tapestry’ we are able to provide activities to support and enhance every child’s development.  Any child with potential Special Educational Needs or Disabilities (SEND) is identified at the earliest possible opportunity. Concerns are always discussed with parents/carers at an early stage and the school’s Inclusion Lead is called upon for further information and advice. Appropriate steps are taken in accordance with the school’s SEND Policy.

Positive Relationships

We recognise that children learn to be strong, confident and independent from being in secure relationships. We aim to develop caring, respectful, professional relationships with children and their families. We have very strong links with our on-site pre-school and other feeder pre-schools and childminders. The Early Years Team meet with providers to discuss each individual child and their transition into school.  We offer several opportunities to talk to parents about their child before their child starts in our school including information evenings, one to one meetings and school visits.  The children are given the opportunity to spend time in the Reception Classes before starting school through class visits during the last half of the summer term.  Once the children start school they are allocated a key person for their time in Reception and specific time is timetabled to work with these groups regularly. We recognise the importance of developing a positive relationship and secure attachment with their key person enables children to feel safe and supports their emotional needs and development.  We operate an open door policy with Early Years staff available to talk to parents/carers at the beginning and end of every school day.  Each term parents are invited to meet with their child’s teacher to discuss their progress using the Tapestry programme.  At the end of the year we provide a full report on children’s attainment and progress which is shared with their Year 1 teacher.

Enabling Environments

We are fortunate at Greenmount to have ample of outdoor space which we are continuing to develop to ensure we provide a rich and varied outdoor environment that supports children’s learning and development. Learning outdoors offers opportunities for doing things in different ways and on different scales than when indoors and the children have free flow access to the outdoor environment at all times.  Throughout the Reception year the team observes the children and assesses their interests, development and prior learning to ensure that opportunities and experiences respond to the individual needs of the child. We recognise that some children prefer to learn outside rather than inside. Activities inside also support this process.

Learning and Development

The EYFS framework enables us to consider all areas of children’s learning and development as equally important. (physical, cognitive, linguistic, spiritual, social and emotional) Our provision and teaching reflects this and the key principle that children learn through: playing and exploring; active learning; and creating and thinking critically. Through play children explore and develop learning experiences which help them make sense of the world. Staff will enhance play and extend it as needed to further individual learning.  Our Early Years Team understand the importance of engaging the children in stimulating learning experiences, interacting with the children and encouraging the use of language to extend their understanding. Children will be encouraged to communicate with one another and with the adults in the setting at all times. Adults model good language skills and encourage children to participate in role play activities and scenarios which will stimulate and excite their imagination. We encourage children to ask questions and find answers through first hand learning experiences. Through sensitive questioning the children will be encouraged to think deeply and to extend their learning.  All children are encouraged to show respect towards one another by sharing, taking turns, using language such as “please” and “thank you” and showing consideration towards others.  The children are encouraged to be independent learners, following their own interests, accessing their own resources and helping to tidy the environment at the end of each session.

The Early Years Foundation Stage Curriculum

The Early Years Foundation Stage Curriculum Framework provides a structure of learning opportunities through which we develop the different aspects of early education. All of the areas of learning are delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities, both indoors and outdoors.

Prime areas – Personal social & emotional development, Communication and language and Physical development.

Four specific – Literacy, Mathematics, Understanding the world and Expressive arts and design.

Topics and themes are based on children’s interests taken from meetings during the Summer term before they start school and updated/adapted during the year as needed.

                 Reception Planning Overview ’15-’16
Personal, Social, Communication Physical Literacy Mathematics Understanding Expressive Arts
Emotional Dev & Language Development the World & Design
Autumn 1 Role play – Home Circle Time P.E: climbing app’s Letters & Sounds – Count up to 10 objects Talk about significant Music – body sounds
‘Me, Myself role-play – restaurant, Mark making tools Phase 1, Aspects 4 – 7 events & experiences People puppets
and I’ cultural foods Talk Partners – News Bikes & scooters Numerals 1 – 5 Special family events Skin colour – portrait
(4 wks) Rules / Routines Multi-skills bag Rhyme/Alliteration – Natural world – Family portraits
‘Festivals Initial rules, jobs etc. Story sacks / drama tools joke books Positional language growth & changes bone people
around the R.E: ‘I’m Special’, dens, tent making Letter formation Special festivals Skin colour – portrait
world’ Introduce Negotiated ‘Show & Tell’ – large construction writing name 1 more/1 less around the world, e.g. maps etc.
(3 wks) Learning Questioning – facts Pencil control Non-fiction texts harvest, Diwali etc. Colour mixing
Circle Times Performance – speaking cooking etc.
Autumn 2 Role play – time machine Understanding – facts P.E: jumping Letters & Sounds – Count beyond 10 object Explore similarities, Music – rhythm
‘Hero to toy shop Mark making tools Phase 2 Simple calculations differences & changes: Space dance
the rescue’ ( Say No to bullying)  Questions:’how’,’why’ Bikes & scooters Superhero stories Numerals 1 – 10 Fact or fiction? Capes, watches,
(Space) Multi-skills bag Information books machines – joining diff
(5 wks) R.E.: Christmas – Nonsense rhymes/jokes tools Role-play baskets 2D & 3D shape materials etc.
‘Festive fun’ Special baby dens, tent making writing labels & Xmas family traditions Xmas performance
(2 wks) Expressions large construction captions Positional language Different family Christmas craft:
Stranger Danger costumes & routines at  3D decorations,
Xmas cooking etc.
Spring 1 Role play – castle,  Listen & follow P.E: multi-skills Letters & Sounds – Count 1 – 20, order  Compare buildings – Music: Tudor music
‘Tiaras to knights kingdom instructions Mark making tools Phase 3 forwards & backwards old to new, house to Drama: create & use
the rescue’ Bikes & scooters Fact bks – castles castle etc. story sacks, knight
(6 wks) Responding to what is Multi-skills bag Traditional tales & Capacity & weight stories
Different cultures/ said – plans Healthy eating story boards Explore Royal family Float/sink – boats
celebrations – respect dens, tent making writing stories here and other crown making
Listening station large construction countries Banquet – dress up day
Sewing – cloaks
Personal, Social, Communication Physical Literacy Mathematics Understanding Expressive Arts
Emotional Dev & Language Development the World & Design
Spring 2 Circle Time P.E: travel/sequence Letters & Sounds – 1 more, 1 less Aspirations – self Animal masks
‘All Mark making tools Phase 3 confidence Vet kit
creatures Self confidence Talk Partners – News Bikes & scooters Counting on & back
great and Multi-skills bag Animal stories ‘Pet week!’ Painting techniques
small’ Role play – vets, Story sacks / drama tools length & height
(5 weeks) pet shop, dinosaur dig dens, tent making Animal fact file role-play – vets,
‘Show & tell’ large construction Recipes – read & write Capacity – weight Change in materials palaeontologists
Music & Movement
Caring for self/other Turn taking Healthy eating (Trip Seaview wildlife?)
people Easter around World Easter craft – eggs,
R.E – New Life New Life etc.
Summer 1 Role play – travel Understanding – facts P.E: team games Letters & Sounds – add & subtract Local transport – Rhythm
‘Making a agents, ticket office Mark making tools Phase 4 compare transport in  Music: pitch & pace
move!’ R.E – My Family &  Questions:’how’,’why’ Bikes & scooters Counting on & back other countries Shape – patterns,
(7 wks) Friends Multi-skills bag Transport books Big box vehicles
Economical awareness: Nonsense rhymes/jokes tools Time tracks
How can I look after dens, tent making ICT – Beebots car wash with bikes &
my money Expressions large construction Calculations scooters
(Trip – local transport)
Summer 2 Role play – Aquarium,  Listen & follow P.E: athletics Letters & Sounds – Problem solving – Sea life – compare Music: Song repertoire
‘Under the SeaWorld instructions Mark making tools Phase 4 doubling, halving & locality to other bubble wrap jellyfish,
sea’ Bikes & scooters sharing countries crabs, water colour
(6 wks) R.E – special places & Responding to what is Multi-skills bag Instructions Life cycles seas
objects said – plans Healthy eating patterns role-play: aquarium
Economical awareness: dens, tent making Writing simple (Trip to Southsea?) rock pooling
what happens if we Listening station large construction sentences Money
don’t have enough?