EYFS

Intent

In the Early Years at Otterburn Primary School  the curriculum is designed to recognise children’s prior learning from previous settings and their experiences at home, provide first hand learning experiences, whilst allowing the children to build resilience, ambition and integrity. 

Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We provide enhancement opportunities to engage learning and believe that our first experiences of school should be happy and positive, enabling us to develop a lifelong love of learning. 

Community involvement is an essential part of our curriculum as we celebrate local traditions, learning new skills to enable the children to take an active role in events throughout the year. Children leave the Early Years with a sense of belonging to a tightly knit community, ready to start the Year one class the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners. 

Implementation

 Across our EYFS, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, published in March 2014 by the DfES. This Framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum.

 

 

Prime Areas   

  • Personal, Social and Emotional Development  
  • Physical Development  
  • Communication and Language

Specific Areas

  • Literacy  
  • Understanding the World  
  • Mathematics  
  • Expressive Arts and Design 
During a week in Early Years, the children will work with an adult to complete a directed Literacy task, Numeracy task and access a range of child initiated tasks through both the indoor and outdoor provision. A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily/weekly basis. Continuous Provision practice and principles begin in Early Years Foundation Stage and support children to develop key life skills such as independence; innovation; creativity, enquiry; analysis and problem solving. During the day, children will have an opportunity to work independently, work collaboratively with their friends and work with a member of staff.
 
 

In the summer term the nursery children who are about to become reception will begin to learn their phonics using the RWI programme in accordance with the schools phonics policy.  Children in the reception year will also be following the RWI programme.


Impact

The impact of our curriculum is measured by ongoing assessment which is recorded daily on tapestry by all staff and shared with parents. The impact of our curriculum will also, in fact, be measured by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.