What to expect , when
It is widely recognised the vital role that parents have in supporting their children’s learning and development. Parents need to know what to expect in relation to their child’s development through the different age bands of the EYFS.
What to expect, when? is a simple guide which takes parents through the expectations of each age band in the EYFS and how they can support their children’s learning and development. Click on the image to read or download the booklet.
Statutory Framework for the Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school life.
The EYFS seeks to provide:
- Quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
- A secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
- Partnership working between practitioners, and with parents and/or carers;
- Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
All school settings set specific objectives for development work to meet the Equalities Duty. This year the Nursery will focus on four aspects of our work:
- For all staff to challenge assumptions and respond appropriately to comments made by all users of the Centre/Nursery
- To work closely with Huntingdon Primary Foundation stage staff to make effective transitions for children (and parents) of all tracked learner groups thereby promoting continuity of learning and child initiated play.
- To continue to develop assessment and record keeping so that it accurately reflects all our children’s achievement.
- To support the parents of children from Eastern European families through the education system and on into school so that these children reach their potential.
This is a very brief explanation of our focus but if you would like to know more then please come and ask the staff.
EYFS Nursery Curriculum
The EYFS learning and development requirements are comprised of:
- Seven areas of learning and development
- The Early Learning Goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year; and
- The assessment requirements (when and how practitioners must assess children’s achievement, and when and how they should discuss children’s progress with you).
The seven areas of learning and development for young children that must shape educational programmes are:
The Three Prime Areas
Communication and Language (CL) Physical Development (PD)
Personal, Social and Emotional development (PSED)
The FourSpecific Areas, through which the three prime areas are strengthened and applied. These are:
Literacy Mathematics Understanding of the World Expressive Arts and Design
Below is a brief explanation about each of the areas of learning and development. Please ask your child’s Key Worker if you would like more information.
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 young 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; to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters 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.
The name of the phonics programme we use is: ‘Sounds and Letters’ Principles and practice of Phonics Phase One teaching programme. Published by the DFS. Reference: 00113-2008PCK-EN.
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 measure.
Understanding of the World involves guiding children to make sense of their physical world and the 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.
Key Worker System
In order to tune-in to each individual child’s learning and development, the Nursery operates a Key Worker system. Once your child has settled in and is separating from you confidently we will allocate them a named adult – a key person. Their role is to liaise with you frequently, to observe and monitor your child’s learning and development, and to give you updates and information, especially if there are changes to the normal routine. It helps us to know how things are at home and if your child is worried about anything so that we can make sure they are checked and supported in Nursery.
At least once every half term your child’s key worker will arrange a convenient time to meet with you to discuss your child’s progress. You will be able to ask questions, share information and agree next steps for your child with your key worker.