At Abbey we believe that; 'Children must have access to a rich learning environment which provides them with the opportunities and conditions to flourish in all aspects of their development. It should provide balance across the areas of learning. Integral to this is an ethos which respects each child as an individual and which values children's efforts, interests and purposes as instrumental to successful learning' (EYFS Handbook) Using a balance of teacher-led activities and child-led/child-initiated activities , which we refer to as 'child-initiated learning' (CIL), we provide the children with opportunities that allow every child to reach their full potential. Our Early Years areas are a secure, enjoyable and caring educational environment where each and every child feels valued. We track the progress of every child, based on ongoing observation and assessment of learning and the three characteristics of effective learning. Our observations are stored occasionally in a 'learning journey' but much reduced electronic use so that staff are freed up to work directly with children. The areas that we observe and report on at the end of FS1 (nursery) and FS2 (reception) are the 'Prime Areas' and the 'Specific Areas’. The Prime areas of learning are; communication and language, physical development and personal, social and emotional development. The Prime Areas are seen as key areas of development that are needed to ensure progress in the Specific Areas. The 'Specific areas' are ; literacy, mathematics, understanding the world and expressive arts and design. We also make judgements about the children and how they present themselves as 'little learners'. Noting and observing how a child learns is referred to as 'Characteristics of learning', here we discover how a child plays and explores, participates in active learning and how they develop their thinking. Using the DfE's non-statutory guidance; 'Development Matters' and 'Early Years Outcomes' w e will work closely with every child and their family to ensure that they try and reach their full potential and their early learning goals at the end of FS2 (reception). Our Early Years Team works hard to ensure continuity between FS1 (Nursery) and FS2 (Reception) so that children can build on skills already developed and follow routines that flow with their needs. We establish an environment for them to feel safe and confident throughout their Early Years, in preparation for their future years in our school. Our Early Years Department will: • Provide a happy, caring, secure environment where children feel valued; • Build on what our children already know and can do and provide new and exciting experiences that challenge, develop and stimulate their thinking; • Provide a rich and stimulating and aesthetically pleasing learning environment that is committed to raising standards; • Develop parents as partners , parents are a child’s first educator we aim to ensure parents are involved in their child’s learning; • Promote s elf-esteem and independence through praise and celebration of achievements; • Ensure that no child is excluded or disadvantaged ; Early Years - Nursery & Reception
• Offer a structure for learning that has a range of starting points, matches the needs of all children and provides opportunity for learning both indoors and outdoors; • Deliver a curriculum that is responsive to their interests and supports, fosters and promotes children’s: - social skills; -attention skills, persistence and a positive attitude to learning; -language and communication; -mathematical skills; -knowledge and understanding of the world;
-physical development; -creative development. Which encompass the Early Learning Goals set out by the DFE.
In the early years, physical education is part of the daily early year’s curriculum and children take part in a range of fine and gross motor skills which are crucial to their development. There are planned PE sessions and children have access to a range of sports specialists.
Forest Schools in the Foundation Stage
At Abbey our Reception (FS2) children experience Forest Schools as part of their curriculum. Forest school, is not what the name suggests, it is not a school in a forest. Rather it is the application of a certain set of principles and way of working with people in an outdoor area. It is the ethos established by the practitioners and the use of the guiding principles which create a ‘forest school’. The principles of forest schools are: • Forest school is a long-term process of regular sessions rather than a one-off or infrequent visit; the cycle of planning, observation, adaptation and review links each session. • Forest school takes place in a woodland or natural environment to support the development of a relationship between the learner and the natural world. • Forest school uses a range of learner-centred processes to create a community for being, development and learning. • Forest school aims to promote holistic development of all those involved, fostering resilient, confident, independent and creative learners. • Forest school offers learners the opportunity to t ake supported risks appropriate to the environment and to themselves. • Forest school is led by qualified Forest School practitioners who continuously maintain and develop their professional practice. Whilst we will teach various tool skills such as; using mallets, cutting tools, using saws and fire lighting, it is the behaviours and attitudes that are developed through the learning process which we believe are the most important. Children are given the opportunity to working collaboratively as a team, make choices, become a leader, communicate with others, practise fine and gross motor skills and most important and perhaps the most important of all, we have fun and make memories!
Made with FlippingBook Proposal Creator