EYFS


The Early Years Foundation Stage covers the Nursery and Reception years. At Crosscanonby the children are taught in a well resourced classroom with a continuous provision to meet the needs of all pupils. The children have access to outside learning daily. In addition enhancements are provided to meet the needs of individual children and are tailored to the interests of the children.

We pride ourselves in taking the children out to local places of interest and inviting visitors into school.

The staff are highly qualified and pupil to staff ratio’s are low.

At Crosscanonby Primary School, we aim to provide a balanced curriculum across the seven areas of learning, providing opportunities for children to engage in activities that are adult led, child initiated and guided and supported by adults.

There are seven areas of learning and development which are all important and interconnected.

The three prime areas are important to develop children’s curiosity and enthusiasm for learning, for building their ability to learn and to thrive.

The prime areas are;

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development

Children are also supported through the four specific areas, through which the three prime areas are strengthened and applied.

The specific areas are;

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive art and design.

Practitioners working with the youngest children will focus strongly on the three prime areas of learning. As the children grow in confidence and ability within the three prime areas the balance will then shift towards a more equal focus on all areas of learning. However the three prime areas will continue throughout the EYFS with the aim that all children will have the skills in the prime areas that will enable them to access the Year 1 curriculum.

Directed Learning

Children will have some small group times and whole group times for directed learning. The balance of time spent in directed learning will change as children progress through the EYFS.

Phonics is the key approach for teaching reading and is delivered in ability groups and is reinforced by activities children can access when making choices about the activities they take part in..

Mathematics and Literacy are also taught in focused groups. Wherever possible a multi sensory approach is adopted and children are given opportunities and resources in order to practise the skills taught both indoors and out.

The EYFS framework states that,” Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult led and child initiated activities.”

We plan a balance between children having time and space to engage in their own activities and those that are planned by adults. During children’s play practitioners interact to stretch and challenge children further.

Child Initiated Learning

Through play, our children explore and develop learning experiences which help them make sense of the world. They have the opportunity to practise skills, develop ideas and think creatively alongside other children as well as individually. The children communicate with others as they investigate and solve problems. They become engaged for sustained periods as they have ownership over their own learning. How children learn is known as their characteristics of learning.

 “The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner.” Development Matters in the Early Years Foundation Stage – non statutory guidance material 2012.

Visit the EYFS blog here

EYFS

An EYFS guide for parents!           Updated: 26/09/2016     (451 KB)
Letters & Sounds Parent Guide          Updated: 26/09/2016     (94 KB)
Child Development Guide          Updated: 16/05/2016     (1.58 MB)
EYFS Policy          Updated: 16/05/2016     (467 KB)


EYFS Page