NURTURING EXCELLENCE

Early Years Foundation Stage

EYFS Intent, Implementation and Impact Statement

September 2020


The Early Years Foundation Stage (EYFS) framework sets the standards for learning, development and care for children from birth to 5 years. For the academic year 2020/21, we are participating in, and following the EYFS Early Adopter framework.


Intent
Our curriculum is designed to recognise children’s prior learning, both from previous settings and their experiences at home. We work in partnership with parents, carers and other settings to provide the best possible start at Ludwell Primary School, ensuring each individual reaches
their full potential from their various starting points.


Our curriculum has been designed to enable children to succeed through cooperative and collaborative learning principles. As such, there is a strong emphasis on the Prime Areas of learning; Personal, Social and Emotional Development and Communication and Language, including Oracy. Our Oracy Lead across the school is Mrs Sue Woodrow. For further information on Oracy at Ludwell, please have a look at the Oracy tab under Curriculum. 


At Ludwell Primary School, we recognise that oracy not only improves academic outcomes, but is a life skill to ensure success beyond school, in life and future employment. Oracy develops children’s thinking and understanding, which in turn promotes self-confidence, resilience and empathy which support the child’s well-being. Our enabling environments and warm, skillful adult interactions support the children as they begin to link learning to their play and exploration right from the start. We believe that high level engagement ensures high level attainment. We therefore provide an
engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking. We following children’s interests and ideas to foster a lifelong love of learning
both in and outside of school. 


By the end of the Reception year our intent is to ensure that all children make at least good progress from their starting points are equipped with the skills and knowledge to have a smooth transition into Year 1.


Implementation


Each half term, EYFS staff introduce a new theme to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities. The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the
children. These sessions are followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.


Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both
areas.


English / Literacy
Reading is at the heart of our curriculum and our aim is to encourage a love of reading right from the start. In EYFS we have ‘Our Favourite 5’ each half term. The aim is to expose children to a range of books that not only develop a love of reading, but have been chosen specifically to develop their oracy, vocabulary and comprehension. These five books will be embedded in our provision through activities, story sessions and on display for children to access independently.


Through this, children begin to internalise new vocabulary, language patterns and begin to retell stories. The following are imprtant parts of the provision in EYFS:


• The inclusion of high-quality texts which are age and stage appropriate
• Modelled reading and re-telling opportunities across each session
• Structured comprehensions questions based on Blooms Taxonomy
• A focus on Tier 1, 2 and 3 Vocabulary
• Dedicated phonics sessions, employing tricky and high-frequency words
• Cooperative learning behaviours which develop oracy and interdependence


Phonics
We follow the DfE' s Letters and Sounds programme to ensure consistency across the school. We start Phase 2 as soon as children start at school full time (after two half day sessions at the start of September). In Nursery children will have focussed on Phase 1 which concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills, prior to GPC (grapheme phoneme correspondence).


In Reception, Phase 1 continues but children are introduced to Phase 2 and 3 where they will develop GPC and segmenting and blending skills to decode words. During the Summer term, children may move on to Phase 4 if they are ready. Children are encouraged to read at home at least five times per week and are listened to regularly in school. They are given books that match their phonic knowledge in order for them to apply their learning with the aim of becoming successful, confident and fluent readers.


Mathematics
In Reception we follow the White Rose Maths Scheme of work which is divided into 3 weekly units. High quality learning environments and meaningful interactions with adults, support children in developing mathematical thinking and discussion. Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration.

Children in Reception have daily, maths sessions to develop fluency, revisit key concepts and address misconceptions. 


Wider Curriculum
Our wider curriculum is taught through the learning areas; ‘Understanding of the World’ and ‘Expressive Arts and Design.’ EYFS staff have a good understanding of how ELG’s (Early Learning Goals) feed into the National Curriculum through our robust planning and CPD opportunities. In reverse, colleagues throughout the school are also aware of the key ELG’s that link to each foundation subject and the progression of the subject.


Exciting, purposeful and contextual activities are planned to build on children’s natural curiosity. For example, building a boat for their favourite toy enables them to be a ‘Scientist’ and an ‘Engineer’ as they explore a range of materials and test out their own ideas. Building further on our oracy focus, children will be encouraged to employ subject specific language and terminology in foundation subjects, and this vocabulary will be modelled, both
verbally and orally, by supporting practitioners. 

Our inclusive approach means that all children learn together, but we have a range of additional intervention and support for children who may not be reaching their potential, or are showing a greater depth of understanding and need further challenge. This includes, for example, sessions for developing speech and language, social skills, fine motor skills, phonics, and mathematics. 


Regular monitoring of teaching and learning by the SLT at school and Trust level ensure staff develop good subject knowledge. The EYFS leader ensures staff receive CPD specific to Early Years to develop their practice. For example, we offer CPD on effective observations, in order to
understand where pupils are, and their ‘next steps,’ for learning.


Impact


Baseline: 
Prior to children starting, staff spend time speaking to the child’s parents, previous settings and read previous learning journey’s to gain an understanding of the whole child and where they are at in terms of their learning and development. During the first half term in Reception, all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress. This information is tracked on SeeSaw and in subject specific books. 


For the academic year 2020/21 we are participating in the Reception Baseline Assessment (RBA) Early Adopter Year before it comes statutory in September 2021. This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose of this is to show the
progress children make from Reception until the end of KS2. 


A speech and language assessment is also carried out during the baseline period in Reception to identify children’s language and communication skills level. This is assessment informs us if the child is at expected for their age, requires intervention, or needs to be referred for specialist support. We work closely with Speech and Language Therapy Services and are able to draw on specialist support should it be needed. 


Ongoing Observation:
All ongoing observations are used to inform weekly planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paper work. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing / mark making. Some observations are uploaded using SeeSaw and shared with the supporting parents and carers and examples kept in individual books.


Assessment:
Phonic assessments are carried out at least every half term to quickly identify pupils that are not making expected progress. Our aim is for children to ‘keep up’ rather than ‘catch up’ where possible. Assessments are completed three times per year and shared with parents, whereby the Class
Teacher updates the progress children have made.

In Summer Term 2, the EYFSP (Early Years Foundation Stage Profile) is completed where a teacher will make an assessment whether the child has met each of the 17 ELG’s. They will be assessed as either ‘emerging’ or ‘expected.’ Whilst there is no judgement to state if a child is exceeding
beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher.


Impact is also evident through our successful transitions into Year 1. EYFS staff have a good understanding of how ELG’s link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation - children leave the EYFS stage with the skills, knowledge and confidence to continue their journey as scientists, historians, artists and geographers.