Learning in Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage consists of nursery (children aged 3-4 years) and Reception (children aged 4-5 years). Within both year groups the children follow the foundation stage curriculum.
At Wood End Infant School we recognise that:
- Every child is unique
- Children learn to be strong and independent through positive relationships
- An effective learning culture, supporting each child’s individual needs, strong links between, staff, parents and carers, are paramount.
- Every child learns and develops at different rates and in different ways; we reflect this through our inclusive Early Years provision.
The curriculum covers seven areas of learning and development, which are known as the early learning goals. Each of these areas allows children to develop skills for their future learning.
The expectation for the end of the Foundation Stage is that each child will have established skills in the following areas;
1. Communication and Language
Listening and Attention – listen attentively in a range of situations. Give their attention to what others say and respond appropriately.
Understanding – Follow instructions involving several ideas or actions. Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking – Express themselves effectively, showing an awareness of the listener. Use past and present forms correctly. Interpret experiences in their own style and give explanations
2. Physical Development
Moving and Handling – Show good control and co-ordination in large and small movements. Move confidently, safely and negotiate space. Handle equipment effectively, including pencils for writing.
Health and Self Care – Know the importance of good health, physical exercise and a healthy diet. Be able to manage their own hygiene and personal needs.
3. Personal Social and Emotional Development
Self-confidence and self-awareness – Develop confidence to speak in familiar groups, offer ideas, choose resources independently and say when they do or do not need help.
Managing feelings and behaviour – Understand and discuss the importance of behaviour and it’s consequences. Work as part of a group or class, understand and follow rules and take changes of routine in their stride.
Making relationships – Play co-operatively, taking turns and taking account of others ideas. Show sensitivity and form positive relationships with adults and other children.
Reading – Read and understand simple sentences using their phonic knowledge. Read some common and irregular words. Demonstrate understanding about what they have read.
Writing – Use phonic knowledge to write words that match their spoken sounds. Write some irregular common words. Write simple sentences, which can be read by themselves and others. Spell some words correctly and attempt to write more complicated words using their knowledge of sounds.
Numbers – Count reliably from one to twenty, place them in order, say which number is one more or one less than a given number. Add and subtract two single digit numbers and count on or back to find the answer. Solve problems including; doubling, halving and sharing.
Shape Space and Measures – Use every day language to talk about size, weight, capacity, position, distance, time and money. Recognise, create and describe patterns. Use mathematical language and problem solving techniques in every day situations.
6. Understanding the World
People and communities – Talk about past and present events in their own lives and in the lives of family members. Know that other children don’t always enjoy the same things and be sensitive to this. Know about similarities and differences between themselves and others, families, communities and traditions.
The World – Know about similarities and differences in relation to places, objects and living things. Talk about the features of their own environment and how other environments may vary. Make observations of animals and plants and explain why some things occur and talk about changes.
Technology – Recognise that a range of technology is used in places such as homes and schools. Select and use technology for particular purposes.
7. Expressive Arts and Design
Exploring using media and materials – Sing songs, make music and dance safely. Use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture form and function.
Being imaginative – Represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Special Educational needs and Disabilities (SEND)
SEND provision at Wood End Infant School follows the model set out in the ‘Special Educational needs Code of Practice 2014’, in conjunction with Ealing Local Authority Guidelines.
High quality teaching that is differentiated and personalised, will meet the individual needs of the majority of children and young people. If a child is not making good progress in their learning and is falling behind their peers, in consultation with parents/carers, the SENCo may place them on the SEND register.
Other children that may be placed on the register are those children that have a significantly greater difficulty in learning than the majority of the children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.
The categories for registration are SEN support and Education Health Care Plans (EHCs).
If a child becomes registered as having SEND a provision map is drawn up which outlines specific targets the child needs to achieve and the intervention programmes and types of support he/she will receive in order to achieve them. The SENCo, in conjunction with the Deputy Head teacher and class teacher, arranges extra in-class support and work within small groups for short periods outside the classroom. This support may be from specialist teachers, teaching assistants or event the SENCo herself.
The child’s teacher, SENCo and parents/carers monitor the child’s progress through regular assessments and review meetings. If progress is not satisfactory then advice is sought from outside agencies, such as Occupational Therapy or Speech and Language Therapy and the child is registered as SEN Support. The advice is followed and progress constantly monitored, but if the child is still not making satisfactory progress, then the Educational Psychologist will be consulted and an assessment of the child’s cognitive abilities carried out. A request made to the Local Authority for a Statutory Assessment of the child’s need will then follow, which may lead to an EHC.
For further information about the support given to SEND children by outside agencies see the SEN Information Report.
Parents/Carers co-operation, support and involvement is continually sought and valued throughout the process.