The Early Years Foundation Stage Curriculum
The four Themes from The Statutory framework for the Early Years Foundation Stage form the basis of curriculum planning at Stranton School. These are:
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Developing
The characteristics of effective learning and the prime and specific areas of learning are all interconnected and move through all areas of learning and in all phases of the Early Years Foundation Stage.
The characteristics of learning are:
Playing and exploring
The prime areas of learning are:
Communication and language
Personal, Social and Emotional development
The specific areas of learning are:
Understanding of the World
Expressive Art and Design
Through free and supported play our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand the need for rules through guidance and encouragement. They have the opportunity to think creatively alongside other children as well as on their own. With support they communicate with others as they investigate and solve problems.
Assessment in the Early Years Foundation Stage is based on daily observations including annotated and photographic evidence, planned focussed assessments in all Areas of Learning, by all practitioners. This evidence is transferred into individual portfolios for every child and is used to support the Development Matters/Early Years Foundation Stage Profile.
A two year development check is carried out on all children once they have settled into our Little Stars nursery followed by termly summary reports.
On entry to the Early Years Foundation Stage the children are assessed within the first weeks using Development Matters criteria. This is used to provide baseline information. Following this, all children are assessed using the Development Matters/Early years Profile until their final term in Upper Early Years Foundation Stage, when this information is transferred to the LA for analysis. All parents are given the opportunity to discuss their child’s progress at regular parent/teacher consultations and through daily informal contact.