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In Early Years at VIPS Holborough Lakes, we want parents and carers to feel secure in the knowledge that their child is well cared for and happy at school.
We want our children to be excited and motivated to learn through our rich and challenging learning experiences.
We have high expectations for all our children and recognise that children have different starting points to their learning. We plan according to children’s interests and stage of development so all can thrive and develop.
We aim for children to be well-rounded individuals who are independent, resilient, and confident in themselves and with others.
Curriculum Intent, Implementation and Impact
At Holborough Lakes our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs.
We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential. It is our intent that children who enter our EYFS begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst embedding a positive attitude to school and a love of learning.
Our baseline assessment in September allows us to consider every child’s starting point and their individual needs as they begin their learning journey.
Every child has access to a broad, balanced and differentiated curriculum which prepares them for now and for the future in terms of opportunities and experiences.
Our curriculum is child centred following the interests and fascinations of the children in the current year group. We aim to provide motivating first-hand experiences whilst encouraging children to achieve and work together to succeed.
Our curriculum follows the Early Years Statutory Framework for the Early Years Foundation Stage. This document supports the children’s learning and development in the EYFS and provides the prime and specific areas to cover within our curriculum.
Through our knowledge of each child and formative assessments the EYFS team plan exciting and engaging activities that will move the children’s learning forward. This may involve following a class theme where we take advantage of cross curricular links in order to combine transferable skills and develop a wide-ranging vocabulary which underpins the children’s learning. This may also include following individual children’s interests and making the most of those focused moments where the teaching and learning can be maximised in a one-to-one way with teacher and child. Each year creates its own unique blend of whole class, guided, adult directed play and child-initiated play activities dependant on the nature and needs of the class of individuals.
Children in EYFS learn by playing and exploring, being active and thinking critically and creatively and this takes place both indoors and in our outdoor area. Our outdoor area is open all year round and in all but the most challenging weather conditions. Children make their own decisions about where they learn best and teachers ensure that there are opportunities for all areas of learning both inside and outside.
Holborough Lakes follows Read Write Ink phonics programme. Every child has access to a phonics session every day. This includes a speed sound session, introduction to a new sound, FRED talk, word time and finally practising our handwriting. These sessions are thoroughly enjoyed by our early year’s children. We teach pre cursive and then cursive handwriting as appropriate over the year.
We provide effective and focused intervention for those children who are finding learning challenging and are not on track to meet expectations at the end of the year. This will be provided in an inclusive way and support from parents is also enlisted at an early stage to ensure that the children have every chance to achieve the Early Learning Goals.
The EYFS team collect evidence of children’s learning through observations, photos and videos which are shared with parents daily using the DOJO online system. This means that parents can engage with children regularly about their learning and can contribute to the knowledge we have of the child in school. Parents are very active and love to use DOJO to record the milestones children make at home during the year enabling achievements both inside and outside of school to be celebrated.
The team in Panda class work tirelessly to ensure that children are surrounded by a kind, caring and happy environment which helps them develop the same skills in their journey through school. It is a positive place to be where resilience, perseverance and successes are celebrated, and every child feels valued and respected.
The impact of the EYFS curriculum is reflected in having well rounded, happy and confident children transitioning into Year 1. Our children are often amazing role models for others in school.
We measure progress and children’s learning across the year through formative and summative assessment which are based on the teacher’s knowledge of the child, photographs and videos on DOJO. We aim to exceed the National and Local Authority data for children achieving Good Level of Development. Almost all our children make more than the expected steps progress from their starting points.
The judgements of our school are moderated with our VIAT schools and the EYFS Coordinator N. Craig meets with all EYFS teachers on a termly basis. This means judgements are secure and consistent with government guidelines.
The teaching and pedagogy are reviewed and evaluated regularly through termly VIAT team meetings where all the EYFS teachers across the trust attend. These have an agenda and actions which are then reviewed in the following meeting. We ensure that the areas we discuss and develop are reflected in changes and developments in our classroom practice.
The Early Years provision features in all areas of the School Development Plan and has a rigorous plan for development each year. This is monitored and evaluated by the EYFS Lead, the Head teacher and our SIP.