{"id":1599,"date":"2014-10-17T11:52:12","date_gmt":"2014-10-17T10:52:12","guid":{"rendered":"http:\/\/www.wheatleynurseryschool.org\/?page_id=1599"},"modified":"2025-09-30T11:42:57","modified_gmt":"2025-09-30T10:42:57","slug":"eyfs","status":"publish","type":"page","link":"https:\/\/www.wheatleynurseryschool.org\/?page_id=1599","title":{"rendered":"Early Years Foundation Stage"},"content":{"rendered":"<p><strong>Learning in the Early Years<\/strong><\/p>\n<p>The Foundation Stage is a distinct phase of Early Years education that takes place from when a child is born until they are five. At Wheatley Nursery School\u00a0 we follow the statutory\u00a0 Early Years Foundation Stage Framework 2025.\u00a0 <a href=\"https:\/\/assets.publishing.service.gov.uk\/media\/68c024cb8c6d992f23edd79c\/Early_years_foundation_stage_statutory_framework_-_for_group_and_school-based_providers.pdf.pdf\">EYFS statutory framework for group and school-based providers<\/a><\/p>\n<p>This under pins all that we do. The EYFS Framework has seven areas of the curriculum. All the work that we do at Wheatley Nursery School\u00a0 is striving to support each child to reach their potential in each of these areas. The curriculum areas are split into:\u00a0<\/p>\n<p>Three Prime Areas:<\/p>\n<ul>\n<li>Personal, Social and Emotional development<\/li>\n<li>Communication and Language<\/li>\n<li>Physical Development.<\/li>\n<\/ul>\n<div>And<\/div>\n<div>\u00a0<\/div>\n<div>Four Specific areas:<\/div>\n<ul>\n<li>Mathematics<\/li>\n<li>Literacy<\/li>\n<li>Understanding of the World<\/li>\n<li>Expressive Arts and Design.<\/li>\n<\/ul>\n<div>Follow the link to read the EYFS Statutory Framework 2021:<a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/974907\/EYFS_framework_-_March_2021.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/974907\/EYFS_framework_-_March_2021.pdf<\/a><\/div>\n<p>The<strong> curriculum<\/strong> at Wheatley Nursery School is underpinned by the non-statutory guidance development matters. This supports our planning and assessment of the children. If you would like to read the document please follow this link\u00a0<a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/1007446\/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/1007446\/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf<\/a><\/p>\n<p>For more information about what to expect when, please click here f<a href=\"https:\/\/www.stswithunsprimary.org\/Curriculum\/Early-Years\/What_To_Expect_When.pdf\">https:\/\/www.stswithunsprimary.org\/Curriculum\/Early-Years\/What_To_Expect_When.pdf<\/a><\/p>\n<h3>This app is great for educational ideas to do at home <a href=\"https:\/\/50thingstodo.org\/\">https:\/\/50thingstodo.org\/<\/a><\/h3>\n<h3><strong>Our Curriculum Intent<\/strong><\/h3>\n<div>\u00a0<\/div>\n<div>The <strong>skills<\/strong> and<strong> knowledge<\/strong> that we teach at Wheatley Nursery School\u00a0 are based in part on responding to the children&#8217;s interests and partly through core texts and topics that we feel are important for our children to ensure they have a rich and varied early childhood experience.<\/div>\n<div>\u00a0<\/div>\n<div><strong>Intentional Teaching<\/strong>: adult-focussed experiences are planned to offer children the opportunity to develop &amp; extend their skills &amp; knowledge by engaging with activities designed to introduce new provocations or to build on previous learning.<\/div>\n<div>\u00a0<\/div>\n<div>\u00a0<\/div>\n<h2><strong>How we implement the curriculum<\/strong><\/h2>\n<p><b>We have a child centred approach<\/b><span style=\"font-weight: 400;\">&#8211;\u00a0 we observe children with curiosity and patience and our interactions allow us to have a deep knowledge of children as individuals. We plan with each child in mind, tuning in to their individual interests. Each key person regularly shares their observations with parents and carers and encourages them to contribute, this forms a holistic view of the child.\u00a0<\/span><\/p>\n<p><b>We have play based learning opportunities<\/b><span style=\"font-weight: 400;\"> through our continuous provision, within our exciting enticing learning environment we offer engaging, challenging learning\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">opportunities that support wellbeing and development. Children access the environment inside and outside , \u2018free flowing\u2019 throughout the session. Adults all understand the impact that quality interactions have on each child\u2019s learning as they play, and resources inclusive and accessible to support deep level learning.<\/span><\/p>\n<p><b>We have rich language opportunities<\/b><span style=\"font-weight: 400;\"> through the \u2018real\u2019 experiences that we offer that provide opportunities to develop language skills. Our high quality interactions support rich language development. Our cultural capital opportunities are planned according to the individual&#8217;s needs and with language development in mind.<\/span><\/p>\n<p><b>We form strong relationships<\/b><span style=\"font-weight: 400;\"> from the outset with the child and their family. Each child has a key person, who supports the link between home and nursery, starting with a home visit. We have a strong professional team where we value each other\u2019s strengths and contributions.\u00a0<\/span><\/p>\n<p><b>We are supportive to families<\/b><span style=\"font-weight: 400;\"> as they come across challenges or hurdles in managing family life. We signpost families towards additional support as required, such as making Early Help referrals, identifying courses and support networks and ways in which they can support their child at home. We work closely with parents\u00a0 of children who have additional needs. Our strength in supporting families is that we make ourselves available to the families when they need us and we have a wealth of experience to draw upon.<\/span><\/p>\n<p><b>We encourage curious, inquisitive children<\/b><span style=\"font-weight: 400;\"> through offering an enticing varied learning environment. Through our \u2018welly Wednesdays\u2019 and a focus on outdoor learning the children are encouraged to ask questions and notice the environment around them. They are regularly provided with opportunities to explore the local environment and have hands-on experiences with real life objects.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><b>Our Teaching and learning is based on children\u2019s interests<\/b><span style=\"font-weight: 400;\">: we use a focus child observation cycle which includes discussion with parents about their children\u2019s current interests and development; planning for children\u2019s first &amp; next steps in learning &amp; links to home learning.<\/span><\/p>\n<p><b>Intentional Teaching<\/b><span style=\"font-weight: 400;\">: adult-focussed experiences are planned to offer children the opportunity to develop &amp; extend their skills &amp; knowledge by engaging with activities designed to introduce new provocations or to build on previous learning.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Our curricular aims are adaptable to each child and are ambitious for all. We offer additional support and scaffolding to help every child to access the curriculum and to ensure they make progress through it.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Our <\/span><b>curricular aims<\/b><span style=\"font-weight: 400;\"> for all children this year\u00a0 are:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><b>Communication and Language\u00a0<\/b><\/p>\n<p><b>To be confident to speak and express myself, however I communicat<\/b><b>e<\/b><\/p>\n<p><b>Personal,Social and Emotional Development\u00a0<\/b><\/p>\n<p><b>To become self-assured, thoughtful and empathetic members of the community<\/b><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><b>Physical Development<\/b><\/p>\n<p><b>To be able to take sensible risks and to use a variety of tools and resources independently<\/b><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><b>Literacy<\/b><\/p>\n<p><b>To see themselves as readers and writers<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><b>Mathematics<\/b><\/p>\n<p><b>To problem solve and apply mathematical knowledge to everyday experiences<\/b><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><b>Understanding of the World<\/b><\/p>\n<p><b>To explore the natural world with confidence and care<\/b><\/p>\n<p><b>Expressive Arts and Design<\/b><\/p>\n<p><b>To express myself freely and with pleasure using a variety of media<\/b><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">We offer regular learning opportunities based on:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>core story and maths story<\/b> <b>books<\/b><span style=\"font-weight: 400;\"> (dialogic reading), <\/span><b>poems<\/b><span style=\"font-weight: 400;\"> and <\/span><b>songs<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>core experiences<\/b><span style=\"font-weight: 400;\">: consistent learning areas (indoors and outdoors) which are carefully resourced and organised to promote high levels of involvement and provide inspiring starting points for high quality play and exploration and investigation. These include: art ,STEM, snack &amp; cooking area; water play; sand play; malleable &amp; tactile play; writing area; indoor book area &amp; outdoor reading ,home corner; large &amp; small-scale block &amp; construction play;mud kitchen; indoor &amp; outdoor maths equipment; small world play; gross motor play; music-making.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Outdoor learning and Welly Wednesdays\u00a0<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Opportunities to extend children\u2019s <\/span><b>cultural capital<\/b><span style=\"font-weight: 400;\"> \u2013 these include: farm visits, walks into the local area to collect conkers, visit the shops , do traffic surveys.<\/span><\/li>\n<\/ul>\n<p><b>EARLY YEARS FOUNDATION STAGE POLICY<\/b><\/p>\n<p><b>Aims<\/b><\/p>\n<p><span style=\"font-weight: 400;\">This policy is intended to support and encourage staff in meeting the statutory requirements and in the delivery of high quality experiences for children\u2019s learning and development. It is underpinned by the Statutory framework for the early years foundation stage 2021 (EYFS), a Government framework for children aged birth to five.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cEvery child deserves the best possible start in life and the support that enables them to fulfill their potential. Children develop quickly in the early years and a child\u2019s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. <\/span><\/i><span style=\"font-weight: 400;\">(Statutory Framework for the Early Years Foundation Stage page 5 DFE 2021)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The EYFS has four guiding principles which shape our practice at Wheatley Nursery School<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Every child is a unique child\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Children learn to be strong and independent through positive relationships<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Children learn and develop well in enabling environments\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Children develop and learn in different ways and at different rates<\/span><\/li>\n<\/ol>\n<p><b>A Unique Child<\/b><\/p>\n<p><b>Child development<\/b><\/p>\n<p><span style=\"font-weight: 400;\">At Wheatley Nursery School we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We also recognise that each child develops in individual ways, at varying rates. Children\u2019s attitudes and dispositions to learning are influenced by both their home background and feedback from others. We use praise and encouragement, as well as celebration\/ sharing circle times and reward incentives, to encourage children to develop positive attitudes to learning.<\/span><\/p>\n<p><b>Inclusive practice<\/b><\/p>\n<p><span style=\"font-weight: 400;\">We value the diversity of individuals within our school and do not discriminate against any child. All children and their families are valued and all our children matter.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Staff are skilled in supporting children with SEND,see the SEND policy for more information.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We aim to give each child every opportunity to\u00a0 become their best self. We do this by taking into account our children\u2019s range of life experiences and what they know and can do when planning for their learning.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In the Wheatley Nursery School we set realistic and challenging expectations that meet the needs every child including those with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds. We liaise closely with all relevant professionals in order to provide early support for those children and their families who need it.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We meet the needs of all our children through;<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Planning opportunities that build upon and extend children\u2019s knowledge, experience and interests, and develop their self-esteem and confidence,<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Using a wide range of teaching strategies based on children\u2019s learning needs,<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Providing a wide range of opportunities to motivate and support children and to help them to learn effectively,\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Providing a safe and supportive learning environment in which the contributions of all children are valued,<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Assigning a key person to each child who makes links with children\u2019s home experiences through parents\/carers,<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Using resources which reflect diversity and are free from discrimination and stereotyping,<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Planning challenging activities for children whatever their age and stage of development,<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Monitoring children\u2019s progress and taking action to provide support as\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0necessary.<\/span><\/p>\n<p><b>Keeping safe<\/b><\/p>\n<p><span style=\"font-weight: 400;\">It is important to us that all children feel \u2018safe and are safe within the nursery school\u2019. We help children become familiar with boundaries, rules and limits and how they can learn to take risks within a safe environment. Our children are allowed to take risks and are taught how to recognise, minimise or avoid hazards. We aim to protect the physical, emotional and psychological well being of all children. (See our Safeguarding Policy)<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cChildren learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them.\u201d<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">(Statutory Framework for the EYFS pg. 21 DFE 2021)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The EYFS has within it <\/span><i><span style=\"font-weight: 400;\">Safeguarding and Welfare Requirements<\/span><\/i><span style=\"font-weight: 400;\">.\u00a0 that the nursery school must meet. These include requirements to<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Promote the welfare and safety of children<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Provide each child with a key person<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Meet adult:child ratios of 1:14 for children aged 2 and 1:13 for children aged 3 and 4<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Provide healthy snacks and access to drinking water<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Promote good health, preventing the spread of infection and taking appropriate action when children are ill or have an accident<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Manage behaviour effectively in a manner appropriate for the children\u2019s stage of development and individual needs<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ensure all adults who look after the children or who have unsupervised access to them are suitable to do so<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ensure all staff have access to regular\u00a0 Continuous Professional Development (CPD) and supervision<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ensure that the premises, furniture and equipment are safe and suitable for purpose<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ensure that every child receives enjoyable and challenging learning and development experiences tailored to meet their needs<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Maintain records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children<\/span><\/li>\n<\/ul>\n<p><b>Health and well-being<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Children\u2019s health is an integral part of their emotional, mental, social, environmental and spiritual well-being. We promote healthy snacks and offer foods from different cultures to develop their taste preferences. We provide children with access to fresh drinking water. Activities relating to the food cycle are interwoven in planning such as. planting seeds, gathering, preparing and eating! We ensure that children can rest during the day and have quiet areas indoors and places outdoors where children can relax alongside space for vigorous free movements.<\/span><\/p>\n<p><b>Positive Relationships<\/b><\/p>\n<p><b>Respecting each other<\/b><\/p>\n<p><span style=\"font-weight: 400;\">At Wheatley Nursery School we recognise that children learn to be strong and independent through forming secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families.\u00a0<\/span><\/p>\n<p><b>Parents as partners<\/b><\/p>\n<p><span style=\"font-weight: 400;\">We recognise that parents and carers are children\u2019s first and most enduring educators and we highly value the contribution that parents make. We recognise the role that parents have play in supporting their child\/ren\u2019s development. We do this through:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Talking to parents about their child before they start in our school<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Offering visits to meet each child in their home prior to starting\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Offering parents regular opportunities to talk about their child\u2019s development and progress and allowing free access to their child\u2019s Learning Journal\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Encouraging parents to talk to their child\u2019s key person about any concerns they may have<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Offering various activities throughout the year that involve parents and carers in the life of school for example, community events<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Supporting parents and carers whose first language is one other than English<\/span><\/li>\n<\/ul>\n<p><b>Supporting learning<\/b><\/p>\n<p><span style=\"font-weight: 400;\">We believe effective teaching is routed in the child\u2019s own interest and ideas and involves the child learning through play.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Effective teaching involves:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Engaging and stimulating each child<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Regularly\u00a0 reviewing each child\u2019s progress towards learning outcomes<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Varying what we provide to match children\u2019s interests and needs<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Maximising opportunities for children to explore and learn in different ways including independently and in different sizes.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Routines are an important way that children feel secure and can make sense of all the opportunities offered throughout their time in school.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Our routines are structured yet flexible. Children play and learn through our continuous provision indoor and outdoor throughout their day where they are supported by different adults according to their needs and interests. We have small group time and whole group time providing adult -led activities.\u00a0<\/span><\/p>\n<p><b>Key person<\/b><\/p>\n<p><span style=\"font-weight: 400;\">At Wheatley Nursery School each child has a key person who knows the child and their family well. The key person builds confidence, gives children opportunities to express their thinking and use their initiative.<\/span> <span style=\"font-weight: 400;\">We believe children learn and develop effectively when the key person provides:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">First-hand experiences\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Individual and collaborative learning experiences<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate pace<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">An environment where children can take risks<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Innovative delivery<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Clear expectations<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Opportunities to review and reflect<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Emotional literacy scaffolding and development<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Thorough preparation and organisation<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Activities building on prior learning<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Open-ended, thought provoking challenging questions<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Support for children with differing needs\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Support for parents and carers<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">All staff involved with children in the EYFS aim to develop good and warm relationships, interacting positively with them and taking time to listen.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cThe best kind of teacher is one who helps you do what you couldn\u2019t do for yourself but doesn\u2019t do it for you\u201d<\/span><\/i><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><b>(<\/b><span style=\"font-weight: 400;\">Child aged 8, quoted in \u201cTeaching Children to think\u201d by Robert Fisher, Nelson Thornes 1990)<\/span><\/p>\n<p><b>Enabling Environments<\/b><\/p>\n<p><b>Observation, assessment and planning &#8211; supporting every child<\/b><\/p>\n<p><span style=\"font-weight: 400;\">At Wheatley Nursery School we recognise that the environment plays a key role in supporting and extending each child\u2019s learning and development. This begins by observing the child and assessing their interests and needs, before planning challenging, but achievable, activities and experiences to extend their learning and development. We use high quality natural resources to enhance experiences and play. Assessment of their achievements helps us plan the next steps for the child and helps to ensure they make the appropriate progress.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Observation is key to planning an appropriately challenging and exciting curriculum.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The recording of observations is practicable, organized and well-managed. We use Tapestry, an online learning journey to record observations of a child\u2019s milestones in their learning. <\/span><span style=\"font-weight: 400;\">The Oxfordshire Early Years Development Tool is used three times a year to assess whether a child is inline with their age related milestones or not and to track progress. <\/span><span style=\"font-weight: 400;\">We use\u00a0 information provided by the child\u2019s key person, other practitioners, parents and other professionals where appropriate.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We hold weekly planning meetings to enable all staff to contribute towards each child\u2019s learning and development, based on their observations. Children also play an important part in planning their own learning.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Our planning is responsive to children\u2019s interests and fascinations. It identifies curiosity through books and songs, also highlighting vocabulary development.\u00a0<\/span><\/p>\n<p><b>Long term planning<\/b><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I<\/span><span style=\"font-weight: 400;\">n our school we use themes appropriate to the interests of our cohort of children and the community to which they belong and review these annually. We also plan for continuous provision.\u00a0 This is a core range of resources that children can use each day throughout the school year.<\/span><\/p>\n<p><b>Medium<\/b> <b>Term Planning<\/b><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Our medium-term plans can run for a few weeks, month or half termly and are based on the needs and interests of the children for all areas of learning and development. Planning details the focus for learning\u00a0 and\u00a0 gives an overview of possible enhancements to continuous provision, the adult focused activities, resources, display and visits\/visitors to school. Often themes are used as a vehicle for delivery.<\/span><\/p>\n<p><b>Short<\/b> <b>term planning<\/b><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">These are written in alternate weeks and detail the adult focused and child-initiated learning experiences. It outlines the elements of development, effective learning for children and details prompts for staff linked to observation as well as key language\/questions and resources.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Evaluations and next steps determine our planning for subsequent weeks. Grouptime planning reflects short term planning for children with Special Educational Needs or disability linked to their SEN Outcomes Plan, EHC and Individual Learning Plan Personal Education Plan (PEP) or for children we care for (CWCF) linked to their Personal Education Plan (PEP) where appropriate.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Each week the key person plans for a differentiated phonics, maths and personal social emotional group time.\u00a0<\/span><\/p>\n<p><b>Assessment<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Staff\u2019s\u00a0 on-going\u00a0 assessments form the basis for gathering holistic information on pupil progress. This information is analysed termly and highlights areas for future development. We also work with parents during the year to promote \u2018School Readiness\u2019 which focuses on some basic skills and emotional readiness to learn in a primary school environment.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Assessments are made on entry to nursery within 6 weeks, mid year and at the end of the year. In little windmills the 2 year old summary report is written after 6 weeks in the first term.<\/span><\/p>\n<p><b>The learning environment<\/b><\/p>\n<p><span style=\"font-weight: 400;\">A high quality environment is key to success. It is the shared responsibility of staff and children to care for the environment both indoors and outdoors. Staff take pride in developing areas of continuous provision and displays which enhance and broaden opportunities.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The EYFS learning environment is organised to allow children to explore and learn securely and safely indoors and outdoors. There are areas where the children can be active, be quiet and rest. The environment is organised into continuous provision areas, where children are able to find and locate equipment and resources independently. Our outdoors provision offers opportunities for doing things in different ways and on different scales than when indoors. It offers our children the opportunity to explore, use their senses and be physically active and exuberant.\u00a0\u00a0<\/span><\/p>\n<p><b>Learning and Development \u2013 Characteristics of Effective Teaching and Learning<\/b><\/p>\n<p><b>Play and exploration<\/b><\/p>\n<p><span style=\"font-weight: 400;\">At Wheatley Nursery School we recognise that children learn and develop in different ways and at different rates. They develop their skills through a variety of processes. These include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Investigation<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Experimentation<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Listening<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Observing<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Talking and discussing<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Asking questions<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Practical exploration and role play<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Retrieving information<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Imagining<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Repetition\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Problem solving<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Making choices and decision-making<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Making predictions<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">We use the \u2018Characteristics of Effective Teaching and Learning\u2019 to shape our practices. The\u00a0 EYFS sets out three characteristics of effective teaching and learning. These are:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">playing and exploring- children investigate and experience things, and \u2018have a go\u2019<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">active learning- children concentrate and keep on trying if they encounter difficulties, and enjoy achievements<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">creating and thinking critically &#8211; children have and develop their own ideas, make links between ideas, and develop strategies for doing this.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">We provide opportunities for children to become engaged, motivated and to think critically. Through play our children explore and develop learning experiences, which help them make sense of the world. They practice and build up ideas, and learn how to control their behaviour and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They can express fears or re-live anxious experiences in controlled and safe situations.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Active learning occurs when children are motivated and interested. This happens best when children have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides our children with a sense of satisfaction as they take ownership of their learning. Children\u2019s learning is extended through accessing resources freely and being allowed to move them around our school.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Children are given the opportunity to be creative through all areas of learning and development, not just through the arts. Staff support children\u2019s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open- ended questions.\u00a0<\/span><\/p>\n<p><b>Areas of Learning and Development<\/b><\/p>\n<p><span style=\"font-weight: 400;\">The EYFS sets out seven areas of learning and development set out as prime areas,<\/span><\/p>\n<p><span style=\"font-weight: 400;\">There are three prime areas (particularly important for building a foundation for igniting chuildrens\u2019 curiosity and enthusiasm for learning, forming relationships and thriving):<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Communication and Language\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Physical Development<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Personal, Social and Emotional Development<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">There are four specific areas which require more direct teaching and through which the prime areas are strengthened and applied. The specific areas are:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">literacy<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">mathematics<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">understanding the world<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">expressive arts and design<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult focused and child initiated activities. In each of the seven areas there are Early Learning Goals (ELGs) that set out the expectations for most children to reach by the end of the EYFS (end of the reception year). We plan our intentions, implement and review the impact as part of our two weekly planning cycles. Each cohort of children may have very different needs and we plan according to that need, having high aspirations for all children.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Children are taught how to use all resources safely through focused activities. The adult\u2019s role within continuous provision areas encourages our children to interact with resources and the environment with care and respect; and with regard for health and safety. We offer a range of resources both natural and man-made. We have a range of multi-sensory, multicultural and non-stereotypical resources which are reviewed and replenished regularly.<\/span><\/p>\n<p><b>Transition\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Each family is offered a home visit before starting in little windmills or nursery school. Parents are encouraged to have settling in visits with their parents before they start.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Wheatley Nursery School staff work closely with feeder schools to ensure a smooth transition. This includes transition meetings, small group visits and additional nurture visits for those children who require\u00a0<\/span><\/p>\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Learning in the Early Years The Foundation Stage is a distinct phase of Early Years education that takes place from when a child is born until they are five. At Wheatley Nursery School\u00a0 we follow the statutory\u00a0 Early Years Foundation [&hellip;]<\/p>\n","protected":false},"author":13,"featured_media":0,"parent":2423,"menu_order":1,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1599","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=\/wp\/v2\/pages\/1599"}],"collection":[{"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1599"}],"version-history":[{"count":18,"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=\/wp\/v2\/pages\/1599\/revisions"}],"predecessor-version":[{"id":6143,"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=\/wp\/v2\/pages\/1599\/revisions\/6143"}],"up":[{"embeddable":true,"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=\/wp\/v2\/pages\/2423"}],"wp:attachment":[{"href":"https:\/\/www.wheatleynurseryschool.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1599"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}