Early Years Foundation Stage (EYFS) curriculum focuses on 7 areas of learning and development:
At Ashmount, we have a predominantly play based curriculum with carefully planned focus activities to promote learning in these 7 areas of development. Reception children participate in daily phonics, literacy and maths input in addition to weekly writing and maths focus activities in small groups with their class teacher.
Through our play based activities, we encourage children to ask questions, develop new skills and extend existing ones. We also have an outdoor learning area where the children have daily opportunities to develop their play skills and imagination on a larger scale and to be more active in their learning. We care for and prioritise their personal, social and emotional well-being at all times.
By the end of Reception your child will be expected to meet the Early Learning Goals outlined below:
|Area of Learning||Aspect||Early Learning Goals|
|Personal, Social and Emotional Development (PSED)||Making Relationships||Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.|
|Self-Confidence and Self-Awareness||Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.|
|Managing Feelings and Behaviour||Children talk about how they and others show feelings, talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.|
|Communication and Language (C&L)||Listening and Attention||Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.|
|Understanding||Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.|
|Speaking||Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.|
|Physical Development (PD)||Moving and Handling||Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.|
|Health and Self-Care||Children know the importance for good health, of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.|
|Literacy (L)||Reading||Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.|
|Writing||Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.|
|Maths (M)||Number||Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.|
|Shape, Space and Measure||Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.|
Our Nursery classes have two intakes per year – September and January. In our Nursery, we have a staggered intake, which means that not all the children start on the same day. A staggered intake enables the teacher and Early Years Educator to give your child more attention on their first day. Starting Nursery is an exciting and happy event for most children but some children may need extra support to make the transition from home to school. Some children will settle very quickly; others will take more time. We encourage parents and carers of new children to join their children at an activity before saying goodbye.
Our Reception classes begin in September. We also have a staggered intake in Reception. Starting school is an exciting and happy event for most children but some children may need extra support to make the transition from home to school. We encourage parents and carers of new children to join their children at an activity before saying goodbye. Soon after your child starts at school, we will determine which class your child will be in based on the relationships they make with the children and adults in our setting. At the beginning of Autumn 2, we will arrange a meeting with you to discuss your child’s interests and needs.
Once your child has settled into our EYFS, your child will be allocated a key person in the setting. Children thrive when their needs are met by special people that they know, trust and respect. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff with responsibilities for a small group of children who helps those children in the group feel safe and cared for. The role is an important one and an approach set out in the EYFS which is working successfully in settings and in Reception classes. It involves the key person in responding sensitively to children’s feelings and behaviours and meeting emotional needs by giving reassurance, such as when they are new to a setting or class, and supporting the child’s well-being. The key person supports physical needs too, helping with issues like toileting and dressing. That person is a familiar figure who is accessible and available as a point of contact for parents and one who builds relationships with the child and parents or carers.
Small groups foster close bonds between the child and the key person in a way that large groups cannot easily do. These groups allow the key person to better ‘tune into’ children’s play and their conversations to really get to know the children in the group well. Children feel settled and happy and are more confident to explore and as a result become more capable learners.
Children learn by observing and being with others. The key person is an important role model for the child who they can relate to and rely on. Children can concentrate and learn more effectively if not under stress or pressure so having a key person who is attentive and knows their child well will support children in their personal, social and emotional development.
Children are encouraged to share books with you at home. In Reception, books can be changed on your child’s given book changing day – this will be allocated when your child begins to read simple words. You can purchase an Ashmount school book-bag from the office to carry their books safely to and from home. Children will also receive resources to support them with learning phonics for reading and writing.
The children take part in weekly music sessions with a specialist music teacher in our well resourced music room. We have P.E twice a week either in our school hall or outside, where children can develop their physical skills using large and small apparatus and explore movement through dance.
If you have any queries or concerns, please do not hesitate to speak to us.