EYFS Teaching and Learning
Teaching and Learning in EYFS at Eldwick Primary School
The teaching of our EYFS curriculum reflects the four overarching principles in the Early Years Foundation Stage (EYFS). Every child is unique and individual and will make progress at different rates. In order to thrive, learn and develop, they need to have opportunities to create positive relationships with others and explore environments that stimulate their curiosity. These principles underpin all aspects of teaching and learning in the Early Years Foundation Stage.
Our long- and medium-term plans are carefully curated to ensure they meet all aspects of the EYFS Statutory Framework. Our long- and medium-term plans cover all aspects of the EYFS Curriculum and set out the knowledge and skills that pupils will gain at each stage. Knowledge and skills are taught, at the relevant age stage, and children have sufficient opportunities to develop, and build on, key skills. Where knowledge, skills, vocabulary, or focus texts are revisited across EYFS, this is with specific intent.
Our EYFS Curriculum ensures learners are ready for the next stage of education. Our long-term plans set out the knowledge and skills that pupils will gain at each stage, with a clear sequence from, and into, other year groups and this is shared with all key stakeholders in school. In addition, the teaching of key vocabulary is also explicitly mapped out. We provide a curriculum, within an ambitious and progressive framework, that provides children with the knowledge and understanding to reach their full potential, However, our curriculum is also flexible enough to be adapted to meet the needs of specific children and their interests and passions. We carefully plan our unique curriculum so it reflects the demographic the school serves and our local environment. Our EYFS curriculum and environment is carefully designed to ensure it makes a positive contribution to pupils’ Spiritual Moral Social and Cultural development. A safe and happy child is a child who leans well. High levels of wellbeing and involvement are a key focus of our as well as promoting culture capital and British Values.
Teaching and learning is based around topics and/or focus stories. These stories are carefully chosen to reflect a range of genres and the diverse world that we live in and provide a meaningful context in which to anchor learning opportunities.
We understand that, to learn well, children need to approach opportunities with curiosity, energy and enthusiasm and that effective learning must also be meaningful to a child, so they are able to use what they have learnt and apply it to new situations. For this reason, the majority of our learning experiences are based on first hand experiences and/or utilise our extensive school grounds.
We know how essential meaningful play is for a child's development, building their confidence as they learn to explore, to think about problems, and relate to others and it is how young children learn best and we ensure each area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activities.
We recognise that oracy, not only improves academic outcomes, but is a life skill to ensure success beyond school, in life and future employment. Oracy develops children’s thinking and understanding, which in turn promotes self-confidence, resilience and empathy which support the child’s well-being.
We are committed to providing a caring, friendly and safe environment for all of our EYFS pupils, so they can learn in a relaxed and secure atmosphere. Our enabling environments and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration right from the start.
We have high expectations and aspirations for all our children and we believe that high level engagement ensures high level attainment. We therefore provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking.
We understand that children develop in different ways and development is not a linear or automatic process. It depends on each unique child having opportunities to interact in positive relationships and enabling environments that encourage their engagement and recognise their strengths and through following children’s interests and ideas, we foster a lifelong love of learning both in and outside of school.
We believe all children have agency and curiosity to learn, and will interact with other people and the world around them in different ways. Understanding these different ways of knowing about the world is central to understanding who children are and how best to support their development.
High quality, well planned provision is an essential feature of our practice to ensure high quality learning outcomes. Learning opportunities are carefully identified and resources provided to facilitate supporting, consolidating and extending this learning. These are linked to key learning opportunities within the EYFS curriculum and ensure continuity and progression through Nursery into Reception and beyond. Thought is given to how resources are organised in order to maximise learning opportunities along with identifying possible key vocabulary, skills and adult prompts.