Our EYFS Implementation

We keep parents informed and we meet regularly with parents and carers to ensure children's transition into school and through the EYFS is happy and allows them to reach their potential with the support needed. This includes workshops, Class Dojo (Reception), parent meetings and having an open-door policy every day.

We have a curriculum that is child-centred and that is based upon WOW experiences and learning opportunities which engage our children. We encourage active learning to ensure the children are motivated and interested. We take time to get to know children's interests and their likes to support learning.

All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas in the EYFS curriculum:

Personal, Social and Emotional Development

Physical Development

Communication and Language

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

These 7 areas are used to plan children's learning and activities. Planning for this curriculum is designed to be flexible so that a child's unique needs and interests are supported.

Daily guided activities are set up and planned that cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. Areas of need and next steps are identified for all children to ensure good progress is made. Interventions include an Early Writing Intervention; Elklan; Funky Fingers; Intensive Interactions, and Phonics. There are also a range of stimulating and engaging enhancements which the children can access independently and a variety of opportunities for child-initiated play. In planning and guiding children's activities, we reflect on the different ways that children learn and show these in our practice.

Characteristics of Effective Learning Super Learners are used in both Butterfly Class and Reception (staff in Caterpillar Class focus on children's schematics preferences). The attributes and learning associated to each Super Learner directly link to metacognition and to developing pupils' knowledge of how they learn, their knowledge of themselves as a learner, of strategies, and of tasks to improve outcomes. We ensure activities support the Characteristics of Effective Learning so pupils can access schemas from their long-term memory and self-regulate and motivate themselves when they are stuck.

  • playing and exploring - children investigate and experience things and 'have a go'
  • active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our outdoor areas are used all year round and in most weather conditions.

Staff in the EYFS make regular observations of the children's learning to ensure their next steps are met. These are collected in each child's Learning Journey. We regularly assess where the children are using the Development Matters and then ensure our planning, adult interaction and learning environment support children to reach their next steps.

Staff support transition into Key Stage 1, referring constantly to our Transition Guidance document. Preparing children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of Reception and the start of Year 1.

 

 

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Contact the School

The Acorns Primary and Nursery School

Pooltown Road
Ellesmere Port
CH65 7ED

Main Contact: Mrs H. Broom, Executive Head Teacher

Tel: 0151 355 1546
head@acornswhitleyfed.cheshire.sch.uk

SEN Contact: Mrs K Bentley

SEN Email: senco@acornswhitleyfed.cheshire.sch.uk

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