Early Years Foundation Stage
Introduction to the Early Years Foundation Stage at Wickhambreaux
Carefully planned opportunities and continuous provision in directed and independent learning opportunities is at the forefront of the children’s daily experiences in the Reception Class.
This approach is used to follow the ‘Development Matters in the Early Years Foundation Stage Curriculum’ document. The curriculum comprises of The characteristics of effective learning, as well as Areas of Development which include Prime Areas and Specific Areas. Characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations of children in both the Prime and Specific Areas of learning.
Prime Areas include;
Communication and Language Development.
Personal, Social and Emotional Development. (PSED)
While Specific Areas include;
Understanding the world
Expressive arts and design
The children’s learning experiences are planned to enable them to develop and achieve in the early learning areas through play and investigative learning experiences. The EYFS curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas. The curriculum is planned in a cross-curricular way to enable all aspects of the children’s development.
In addition, specialist teachers in Music and Modern Foreign Languages teach the children from the outset to develop their creativity and cultural understanding. Half termly topics are also enriched through following whole school initiatives such as enrichment weeks and events such as Anti-Bullying Week, World Languages Day and fund raising for charities, as they occur during the academic year.
Representational Development and Collaboration are also central to the children’s daily experiences. Representational Development - the concept of multiple intelligences – with the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry is used to ensure that all children have the chance to understand and connect with the concepts being explored. Similarly, Collaboration is seen as necessary to further a child’s cognitive development so both large and small groups are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills.
Each child’s voice is heard to promote a balance between a sense of belonging to the group and a sense of self.
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Subject Leader Profile
At Wickhambreaux Church of England School the Early Years Curriculum is led by Mrs Bremner (B/Ed Hons QTS) who has had over 20 years of experience working with young children both in Reception Classes and Nursery. She has also gained experience teaching Key Stage 1 and 2 in both the State and Private School Sectors. Consequently, a deep understanding of young children’s interest, child development and good practice is reflected in the children’s everyday experiences. Continued professional development has seen her take part in two Early Years Foundation Stage reforms consultations and pilot programmes in Hertfordshire and Kent, as well as undertaking training in the Reggio Emilia approach to young children’s learning and development.
In the Early Years at Wickhambreaux CE Primary school we want to enable children to be secure, happy individuals, who are confident in their abilities to use their acquired knowledge in a variety of contexts. It is our desire that children will leave the EYFS as independent and reflective learners. We believe in providing all with a safe and stimulating setting which develops children to their full potential and provide the best possible start to their school life in an ever-changing digital global context.
We believe children should be challenged through carefully designed play based and adult directed learning opportunities. Learning should be appealing, engrossing and take place in both the indoor and outdoor environment, where children can investigate, explore and learn in context. This is facilitated by highly experienced Practitioners who are role models for learning and can foster the development of knowledge in partnership with child development and the milestones young children experience. Children are encouraged to become self-regulated and sociable through the modelling of positive interactions and language during their day where every child matters.
We are committed to facilitating children in acquiring the skills to become resilient, independent learners, who have a sustainable love of learning which empowers them to foster the knowledge and learning behaviours that they need to succeed in life.
“What we see changes what we know. What we know changes what we see.”