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EYFS

Early Years Foundation Stage

 

EYFS Curriculum at Rowan Park School:

At Rowan Park School, we recognise that our children learn in different ways and develop at different rates and are each unique in their learning styles and interests. We have taken the four themes that underpin the Early Years Foundation Stage Curriculum and adapted these to suit the needs of the pupils that attend Rowan Park School. See link below for more details on the for Themes.

 

 

 

All our pupils within the Early Years Department follow an adapted version of the Early Years Framework, based on the 7 areas of learning and development. All areas are interlinked and interwoven across the curriculum.

 

The Prime areas of learning are:

  • Communication and Language

    Listening & Attention, Understanding and Speaking

  • Physical Development

    Moving and Handling and Health and Self-Care

  • Personal, Social and Emotional Development

    Making Relationships, Self Confidence and Self Awareness, Managing Feelings and Behaviours

 

The Specific areas of learning are:

  • Literacy

    Reading and Writing

  • Maths

     Number and Shape, Space and Measure

  • Understanding the World

    People & Communities, The World and Technology

  • Expressive Arts and Design

    Exploring & Using Media and Materials

 

 

 

Characteristics of Effective Learning:

 

The Characteristics of Effective Learning and the Prime and Specific Areas of Learning and development are all interconnected. Again we adapt them to meet the diverse needs of each of our pupils. The Characteristics encourage development of the different ways in which our pupils engage with others and their environment. They support a readiness to learn which underpins the learning and development across both the Prime and Specific areas of learning and also support our pupils to become effective and motivated learners.

 

 

The Characteristics are as follows:

Playing and Learning:

  • Showing curiosity about objects, events and people.

  • Using different senses to explore the world around them.

  • Showing particular interests but being able to redirect attention.

     

    Active Learning:

  • Being involved and concentrating.

  • Showing interest in new activities and the world around them.

  • Repeating successes.

     

    Total Communication:

  • Developing new communication skills

  • Learning to communicate needs to adults

  • Use different strategies.

     

    Playing and Learning:

  • Being ready to learn and engage

  • Learning how to self regulate

 

 

 

Enabling Environments:

We believe that the Early Years Foundation Stage is fundamental in instilling positive outlook and readiness for learning.  In our early year’s classes, children will have opportunities to play and explore; learn to make choices and to have a go and persevere; be creative and solve problems; form good relationships; be safe, secure and happy.

We provide a stimulating environment (both indoors and outdoors) that is created to support and challenge our pupils. We provide sharply matched activities and resources that incorporate pupil’s interests and half termly topics.

We plan for quality learning experiences that meet the individual needs of each pupil through practical first hand experiences, investigations, play and adult led group activities. The children will also access our outdoor play area to continue all aspects of their learning.

The children have a daily timetable for activities with flexibility built in to allow us ‘to respond to the needs and interests of the children’.

Visual support (which may include Objects of Reference, Photographs, Symbols, PECS, Communication aids) is at the heart of meeting the communication needs of our pupils within their environment. Total Communication is adapted to suit the varying needs of the children. We are also supported a Speech and Language team within school, who will complement, support and extend our pupils Total Communication.

 

 

How we assess Learning and Development:

We recognise that children develop at different rates and may need differentiated support in their learning.

 

Formative Assessment:

When your child starts in our classes we will carry out a range of observations and assessments to help us plan for the next stage of learning for your child. We will assess at the beginning of the school year and then again at the end of each half term using our adapted EYFS Development Matters Outcomes. This gives us information about their progress and again helps us to plan and support your child at their individual levels and rates of progress.

 

We assess through:

  • Photos – taken every day of adult directed andplanned and child initiated learning

  • Learning Journeys – Observations and Photos linked to the individual learning outcomes for each child.

  • Next Steps and short term planning – outcome that ensure our children’s needs are consistently met.

  • Post-it notes – To record WoW moments throughout the day.

  • Annotation and Feedback (when appropriate and at the individual pupils levels)

     

Summative Assessment:

  • Annual assessment and yearly progress reports are carried out in line with the Government and School Policy.

  • We baseline using B Squared Assessment (P Levels) at the beginning of their academic year and then again at the end. This will also give us an excellent view of your child’s progress.

  • Annual Reviews

  • End of Year progress reports.

 

 

Reporting Progress to Families:

We recognise that family’s play a vital role in their child’s learning. To ensure correlation between school and home, we use a variety of ways to report on their child’s progress as well as enabling them to work and play with their child at home.

  • Home School Diaries

  • Individual Education Plans – which are sent home to families with suggested activities to support the child’s targets at home.

  • Parents Evening throughout the year with a termly report on progress.

  • Formal and informal meetings.

     

 

 

Transitioning into Rowan Park School:

Pre September:

  • Your child’s new teacher from Rowan Park School will visit your child in their nursery setting and speak to their Key person. The teacher will gather important information about your child to ease their transition into their new school.

  • Open Evening – where you will meet your child’s staff team, see their classroom and discuss any questions that you might have. The open evening is also a great opportunity for you to share important information about your child with their new class staff.

  • A number of visits for your child to visit their new class in Rowan Park School. We have found in the past that it is beneficial for their nursery Key Worker to accompany them for the first few visits. The numbers and length of visits would depend on the needs of the individual child.

  • New Family Welcome & Information Booklet:

  • New Pupil Welcome Booklet (Your child’s booklet will be more individualised to them and their class)

 

September:

  • Details of class timetable.

  • Curriculum Overview.

  • Transition Questionnaire – what you felt went well and if there was anything we could do make it better.

  • Regular contact with class team.

 

 

Family Involvement:

At Rowan Park School, we also want to give families the opportunities to share the wonderful work and activities that you do with your child at home.

We send home:

  • ‘Magic Moments Books’ – a way to share and celebrate all the wonderful things your child does at home. We leave it entirely up to you how you want to present your book. Activities could be related to IEP targets or just what you have all been up to for fun.

  • Class Mascot with different pupil each weekend.

Early Years Foundation Stage Welcome & Information Booklet for Families

EYFS Currculum web: Themes and Topics

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