Through nurturing curiosity, problem-solving, critical thinking, and a love of learning, we are preparing children for a world that does not yet exist.
Early Years Foundation Stage
Welcome to the Early Years Foundation Stage at Winstanley Community Primary School.
The Early Years Foundation Stage (EYFS) is what we call the time in your child's life between birth and age five, and in many ways these years are the most important in our lives. They can start to shape and define both who we are, and our view of the world. It is a time of magical adventures, milestones, many ‘first times’. Through our rich, high-quality provision and a balance of adult-initiated and child-led learning, we provide the building blocks for our youngest children to be successful not only in their education, but in life skills too.
The EYFS at Winstanley Community Primary school consists of a nursery class with children attending full time and part time, and two Reception classes.
We have a team of highly skilled, experienced, and passionate practitioners who all work together to support each individual child to reach their full potential.
Our EYFS Curriculum Intent
- The curriculum offers a well-balanced high-quality child-led and adult-initiated learning, with a carefully planned and stimulating environment, our children are offered ample opportunities to embed and apply new learning, whilst developing other core skills which are essential foundations for later learning.
- Story time is an essential and much-loved part of our curriculum. A variety of rich fiction and non-fiction texts are carefully selected to be shared as a whole class, and throughout the provision. Sophisticated language is taught and used throughout the provision, to ensure that by the end of Reception, children are rich in language, and this, with their love of reading, and the systematic teaching of phonics will create a life-long love of reading.
- Our school provides an excellent learning environment, whereby children access a range of rich, high-quality experiences, both indoors and outdoors.
- Early identification of children of concern allows for early intervention, including those with SEND.
Our EYFS Curriculum Implementation
- Before admission, staff gather information, to ensure we have a holistic understanding of each child, and to prepare for their arrival. Leuvan’s Wellbeing and Involvement scale is used to identify the emotional needs of children throughout the Foundation Stage. Staff are skilled in supporting children to self-regulate, through identifying and managing their emotions. Our focus on growth-mindset means we encourage our children to take risks, try new things, develop independence, and celebrate their milestones. We want children to be courageous and have a go at new things. Behaviour management strategies are used across the foundation stage, ensuring consistency. Children have a true sense of belonging to the classrooms, the school and their wider community. This is supported by our ‘Winstanley Walks’, where children celebrate our local area.
- The areas throughout the provision are carefully designed to promote collaborative play. Children are encouraged to work collaboratively to think critically and to problem solve. We create opportunities for children to ‘wonder’, test their ideas, and evaluate their learning.
- Reading is an integral part of our practice. The delivery of high-quality texts is carefully planned according to current interests or themes identified. Story books are sent home weekly, and parents are supported to promote a love of reading by using a variety of strategies. Books which match children’s phonic knowledge are also sent home. Reading records and parent feedback allow us to identify which children are regularly reading at home, and support those who are not.
- Our systematic phonics programme creates confident readers and writers. Staff expertise ensures children have many opportunities to use and apply phonic knowledge, including regular reading from books which match their phonic knowledge.
- Early identification of children of concern allow teachers to provide interventions, to help to ‘narrow the gap’. Teachers know the holistic child very well, and have a sound understanding of where their children are, their strengths and their next steps. Working alongside children and their families, we are able to observe current knowledge, which in inform our next steps in teaching.
- Our recent change to provision means children from Nursery and Reception now have the opportunity play alongside and learn from one-another. The spaces offer differentiation, whilst providing a broad and balanced curriculum. There is a careful balance of adult-led and child-initiated learning, and children are able to independently access the spaces and resources. Staff take ownership of these areas and are responsible for the teaching and learning within them. We have continuous access to outdoor play, including our fantastic ‘Woodland Walk’.
Our EYFS Curriculum Impact
- Children’s wellbeing is at the heart of everything that we do. Through strong, trusting relationships, and positive, sensitive interactions, our children quickly develop a sense of belonging, and an understanding that school is somewhere that they are valued, safe and secure.
- The opportunities that we provide for the children ensure that they continue to make progress throughout all areas of learning. Staff have a good understanding of children’s strengths and needs, and are able to adapt teaching accordingly to ensure they meet their next steps.
- The provision creates children who are immersed in play with high levels of engagement, with resources tailored to meet the needs of all children, including those with SEND.
- In July 2019, 77% of our pupils achieved GLD compared with 72% nationally. Children achieve equally well across the seven areas of learning and use a rich vocabulary. The majority of children are Phase 4 ready in phonics, on entry to Year 1, with some ready for Phase 5.