EYFS Curriculum Intent 2019-2020

What we are doing?

From September 2019 our aim is to create a successful ‘enabling environment’ across both classes, indoors and outdoors in EYFS. The enabling environment will cater for all children’s learning and emotional needs by offering

  • Stimulating resources relevant to all children’s cultures and communities
  • Rich learning opportunities through play and playful teaching
  • Support for children to take risks and explore

As suggested by Development Matters (DFE 2012).

We understand that there will need to be opportunities for more direct teaching, such as Phonic and Maths, therefore we will ensure that children have daily adult directed lessons for these subject areas. The learning environment will extend and build on these more formal learning sessions that take place and support them to embed the knowledge they have learnt. For example, using puppets and role play materials to retell stories they have heard during the week or exploring scales and measuring if that has been the focus of Maths Mastery.

How are we going to learn through continuous provision in an enabling environment?

  • Creating well defined spaces to reflect all the different EYFS areas to support Early Learning goals.
  • Make the areas, welcoming, stimulating, exciting so that children will want to explore and learn from them.
  • Make resources accessible so children can select and be independent. This in turn fosters the characteristics of effective learning.
  • Sustained shared thinking- adults will have more time to purposefully engage with children, to guide them in their learning through discussion, problem solving, clarifying and evaluating activities.
  • We’ll run the high scope ‘Plan, Do, Review’ approach which has at its core the belief that children gain confidence, initiative and a lifelong love of learning when involved in well supported activities of their own choosing. Such benefits, it is claimed, are carried into adult life, producing a generation with positive attitudes to education and society.
  • Learning is anchored through topic based work.
  • We will use RWI to support the teaching of Phonics and Maths Mastery to support our planning.
  • Capture children’s learning by using EEXAT online learning tool

 

Why are we doing it?

Learning through play is vital for language and communications skills, essential skills that lay the foundations for formal education. In addition to this, the key benefits to learning through play are;

  • Problem solving and learning cause and effect.
  • Learning how to play with others through compromise, conflict resolution and sharing.
  • Development of fine and gross motor skills.
  • Nurturing their creativity and imagination.
  • Discovering their independence and positive self-esteem.

An effective indoor and outdoor learning environment,  that is stimulating and attractive to children will have resources that are readily available for the children to use independently to enhance and compliment their own learning. Making them accessible and easy to use will create independent, free thinking children because they will have ample opportunities to explore the avenues they choose for themselves. In addition to this, creating an adventurous outdoor environment will give children the opportunity to explore without restrictions and compliment the ‘quieter’ reflective areas of indoors. The outdoor area will enable children to ‘fill their lungs with clean air and use all of their senses to appreciate the colours, different noises, the sense of space and of scale’. Being outdoors supports confidence and allows opportunities for big scale play, problem-solving and creativity in the company of other children. Physical activity is enhanced, so is calculated risk taking. In the outdoors, children’s use of language is five times greater than indoors’. (http://www.earlyyearsmatters.co.uk)

 

Particularly in the early stages of the year, creating an enabling environment will help children to feel more at ease and relaxed with starting ‘big school’. Enabling environments reflect more closely what most children are already familiar with in the Nursery setting. Therefore, the transition from Nursery to school will be a smoother one, particularly for those that have emotional and social needs. Additionally, it is important to remember that many of the children starting will not be turning five for quite some time, in fact, only 18% of our new cohort for September 2019-20 are Autumn born and will be 5 before Christmas.