At Abbott Community Primary we are always keen to be at the forefront of any changes in education and we are excited to be an ‘early adoption’ school before the statutory implementation in September 2021. Therefore our curriculum is designed to follow the EYFS Statutory Framework curriculum 2020 and is further guided by a document called ‘Development Matters’ that sets out the learning, development and assessment requirements for all children until the end of their reception year. All early years practitioners are required to pursue daily rich activities to support each child’s educational development across seven areas of learning. The EYFS framework has never prescribed a particular teaching approach and the new framework holds true to this value. Our philosophy of early year’s education remains the same with play and well-being at the heart of everything we do.
There are 4 key principles that underpin our practice in the EYFS at Abbott Community Primary School:
A Unique Child
We recognise that all children are different. We identify and celebrate their strengths and support their areas for development.
Our pupils interact well with each other and with the adults in the school. We encourage parents to be involved with their child’s education.
Our indoor and outdoor areas encourage exploration, investigation, and independent learning. Our displays and resources are well maintained and reflect current learning.
Learning and Development
Pupils achieve well and make good progress from their starting points. Learning is playful, practical, and purposeful and builds upon prior attainment. Our children enjoy coming to school.
Here at Abbott, we put the children at the centre of everything we do and our main aim or intent is to help mould the children into independent, curious, life long learners and we feel the best way to do this is shown below:
By providing the children with positive relationships, those really important strong bonds between staff and pupils, staff and carers and between the pupils themselves we believe children are better able to become empowered and take ownership of their learning.
Secondly by ensuring that the children our immersed in stimulating enabling learning environments we can ensure that they are taking an active role in their learning, becoming independent and developing their self belief.
And finally by providing the children with a rich and balanced curriculum that takes the whole child into account we can be sure that learners are engaged and enthusiastic.
Progress models provide our EYFS practitioners with a toolkit for moving children’s learning on, at an age appropriate pace. They also help us to design a rich and balanced curriculum, which shows clear progression from Nursery to Reception and into KS1. CLick on the document below to take a closer look.
Early Learning Goals
In the final term of the year, a profile will be completed for your child. This provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1. Throughout their year in Reception, the children will be observed and assessed through their play in order to gain insights and make reasonable judgements against the early learning goals. We will use the terms ‘emerging’ or ‘expected’ to describe our judgements, under the new guidance the term ‘exceeding’ has been removed.
For more information please click the links for the below documents:
Statutory Framework for the Early Years, EYFS Reforms Early Adopter Version, July 2020: This document outlines the standards for the learning, development and care of children from birth to 5 years old. All 'Early Adopter' early years providers must follow the guidence within this document.
Development Matters, 2020: This document provides non-statutory guidance materials and supports practitioners in delivering a broad and balanced curriculum.
Birth to 5 Matters: This document provides additional, comprehensive guidance for EYFS practitioners, drawing on previous guidance for the Early Years Foundation Stage (EYFS) which has been updated in order to reflect recent research.
Early Years Foundation Stage Profile Handbook, EYFS Reforms Early Adopter Version, June 2021: This document provides guidance and advice from the Department for Education (DfE). It has been produced for schools participating in the Early Years Foundation Stage Reforms Early Adopter Year in academic year 2020/21. It helps teachers in early adopter schools make accurate judgements about each child’s attainment at the end of the Early Years Foundation Stage.
What To Expect When: The purpose of this booklet is to help you as a parent/carer find out more about how your child is learning and developing during their first five years, in relation to the EYFS.