Starting School Key Information
Uniform - Please clearly name all your child's uniform (clothes, socks, shoes and PE kit)
Water Bottles - Children may bring in a named water bottle which they will take home at the end of each day. Please ensure the bottle only contains water - no squash.
Book Bags - The children need to bring in their book bag and reading folder everyday, as we will be regularly sending home letters and other information.
The Early Years Foundation Stage (EYFS)
(please use the link above to visit our class page)
The EYFS sets the standards for learning and development of all children up to the age of five. It consists of Foundation Stage One, for 3 – 4 year olds, and Foundation Stage Two for children in Reception. The EYFS Framework is grouped into age bands, which children are assessed against throughout the Early Years. By the end of Reception, children should achieve the statements detailed within the Early Learning Goals. The EYFS curriculum is divided into three Prime and four Specific Areas of Learning:
All these areas are important and inter-connected. The three prime areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
All the areas are delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities. The children have daily opportunities for structured or free-flow play both between classroom and outdoor area. During this time the adults will act as facilitators in play, encouraging the children to challenge and develop their learning.
In the EYFS we analyse and review what we know about each child’s development and learning through observational assessment, and then make informed decisions about the child’s progress. This enables us to plan the next steps to meet their development and learning needs.
Observational assessment informs everyday planning and is based on on-going observations of each child’s achievements, interests and learning styles. Formative assessment may take the form of anecdotal observations (from practitioners, school staff and Parents/carers in the form WOW moments shared on Tapestry), focused observations, baseline assessment, other focused assessments e.g. sound/number, annotated examples of work, photographs, video and information from parents. Each child has an individual Learning Journey in which this evidence is stored. We plan for observational assessment when undertaking our medium and short term planning.