Curriculum Intent

At Tyntesfield we create an exciting, responsive and dynamic learning environment that places the child at the centre of their learning adventure.  Our curriculum is based on our shared school values and meets the needs of our children and our community. We use an effective balance of child-led learning and adult interaction to provide progressive learning opportunities for all children, matched to their needs.  Our curriculum comprises all the knowledge, skills and understanding that we want children to acquire during their time in EYFS that will form the basis of their future learning.  Children leave us as independent, self-motivated learners, displaying the characteristics of effective learning, making them ready to embrace the opportunities of KS1 and beyond.

EYFS

Curriculum Implementation

We use the Early Years Foundation Stage Framework in Nursery and Reception.

“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s 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.” (Statutory EYFS Framework)

The EYFS is based upon four principles:

• A Unique Child
• Positive Relationships
• Enabling Environments with teaching and support from adults
• Learning and Development

A Unique Child

Every child comes to us with different starting points and experiences.  We use Development Matters as a guide to providing age appropriate learning activities to cover all areas of the Early Years Framework, that are then tailored to our children’s needs and interests.  Children engage in exploration, play and direct teaching which support their learning and the development of the Characteristics of Effective Learning.

Positive Relationships

Relationships are key to delivering an effective curriculum; through interacting with every child, adults create an environment in which children feel supported and encouraged to develop their learning and make progress as individuals.  We have an inclusive curriculum in which children who need extra help are supported to achieve the same outcomes as others through scaffolding, support and revisiting key steps in their learning.  We include parents in their child’s learning through regular communication, social events and workshops.

Enabling Environments 

The environment plays a key role in supporting and extending the children’s development. We provide a stimulating, well-resourced and accessible environment encouraging the children to make choices and develop individually and through observing the children both indoors and outdoors we find out their interests, strengths and areas for development and stage challenging yet achievable activities and experiences. Being outdoors offers the children opportunities to explore, use their senses and be physically active and exuberant. We are always developing our learning environments to reflect the needs and interests of the children.

Learning and Development

There are seven areas of learning in the Early Years Foundation Stage.

Prime Areas 

• communication and language, physical development, personal, social and emotional development

Specific Areas

• literacy • mathematics • understanding the world • expressive arts and design

In both Nursery and Reception, children experience all curriculum areas over each week and coverage is tracked across each year.  Staff use observation and their knowledge of each child to adapt plans flexibly in response to children’s needs.  They engage in frequent professional dialogue to reflect on and plan provision.  Direct teaching and adult-led activities are planned to progressively develop the knowledge, skills and understanding of the children over the course of the year, with frequent revisiting of topics to deepen understanding.  For example, the children’s understanding of interacting with others will develop as they become more settled in their new class and begin to make closer friends.  

Planning is flexible and changes in response to children’s interests and next steps, ensuring all areas of learning are covered throughout the year. Topics will also be linked to what is happening around us in our community, the local environment and other events that occur during the term. For example, festivals to be celebrated, changes in the time of year and other special events. There are also topical events that we are involved in with the whole school, for example Black History Month or Active Travel campaigns. We encourage them to review and reflect on their learning just as we do when we are planning their learning opportunities and activities.

Continuous provision complements the more structured parts of the day by providing children with the opportunity to practise and apply what they know to achieve more independence and mastery. Children who require additional support will follow the same curriculum path but with extra help to ensure they make progress.

Curriculum Impact

The majority of our assessment is formative; conducted through our daily interactions with the children and through observation and discussion between adults in the setting.  Formative assessment allows us to quickly identify children at risk of falling behind and adapt our provision to move children’s learning on.  All staff in the setting are a part of this process to give a rounded picture of the child.  Staff understand how the different parts of the curriculum support each other and their understanding of child development allows them to respond to and guide how children’s learning builds over time.  

For each planning block of two to three weeks, teachers use Development Matters to look at what each child needs and therefore what teaching and learning opportunities and activities are required.

Every half term, a ‘checkpoint’ assessment takes place in which staff discuss each child and plan for their future learning. Children at risk of falling behind are identified and suitable interventions are planned and reviewed.  Where it is thought that children may have special educational needs, parents are involved in shared planning of outcomes to support the specific areas of need.

At the end of Nursery, children are assessed against age-related expectations and their attainment is reported to both parents and their future Reception setting.

At the end of Reception, children are assessed against the Early Learning Goals and this is reported to parents.  Detailed discussions about every child are held with the Year 1 staff in school to ensure a smooth transition.

Our Curriculum Framework is below. Planning will change each year to meet the needs of the cohort.