Early Years Foundation Stage
Our Reception Class Curriculum Intent
To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
To understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
To create an indoor and outdoor environment which motivates, inspires and supports learning.
To prepare ALL children to reach the Early Learning Goals at the end of the Foundation Stage and ensure ALL children make good progress from their starting points.
To plan and support a success and smooth transition into KS1.
The curriculum - what we want children to learn.
Our Curriculum for Reception is ambitious and planned to provide high quality teaching and learning for ALL. Stories and language development are at the heart of everything we do in Apple Tree Class. Careful sequencing helps the children to build on their learning over time. We use children's interests to motivate them and plans are flexible as young children do not develop in a fixed way. Their development is like a spider’s web with many strands, not a straight line. Depth in early learning is much more important than covering lots of things in a superficial way.
- We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for ALL children to reach the Early Learning Goals at the end of Reception and to be near National expectations.
- Evidence in children’s Interactive Learning Journeys support all areas of the EYFS curriculum.
- Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills at a good pace.
- Summative assessment compares children’s attainment to age related expectations using Development Matters. This is tracked to ensure rates of progress are at least good for all children, including vulnerable groups such as those with SEND or who are disadvantaged.
- Assessment judgements are moderated both in school and externally with local schools.
Over the year we will immerse ourselves in stories and rhymes. We will sing and enjoy rhymes everyday and by the end of the year all children will know a wide selection of popular rhymes. Some of our favourites are; Humpty Dumpty sat on a wall, Row row row your boat, Incy Wincy Spider, 1,2,3,4,5 once a caught a fish alive, Five little ducks, The Grand Old Duke of York, Heads, shoulders, knees and toes, Down at the station, Hey diddle diddle, Five currant buns, Baa Baa black sheep, Five little men, 5 speckled frogs, The bear went over the mountain, Mary had a little lamb, I am the baker man, Five little monkeys, I can sing a rainbow, London Bridge, Mary, Mary.
Listening to rich and varied stories will help foster a love of reading and books. Our favourite stories are read frequently and joined in with to encourage repetition and word knowledge.