Reception

Medium Term Planning

The Early Years Foundation Stage
The Nursery and Reception years form the Foundation Stage of education.  The curriculum is intended to build on what the children already know. The Foundation Stage staff work carefully to match the needs of the children; we recognise that well planned play is the way in which young children learn with enjoyment and challenge. This is delivered through a topic which changes each half term or as the children’s interests change.

Our Early Years Foundation Stage seeks to provide:
• Quality and consistency - so that every child makes good progress and no child gets left behind;

• A secure foundation - through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;

• Partnership working - between practitioners and with parents and/or carers;

• Quality of opportunity and anti-discriminatory practice -  ensuring that every child is included and supported.

Overarching principles
Four guiding principles shape the practice in our setting.

These are:

Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. Children learn to be strong and independent through positive relationships
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

 

Characteristics of learning:

In planning and guiding children’s activities, we consider the different ways that children learn and reflect these in their practice. The characteristics of effective teaching and learning are:

Playing and exploring Active learning Creating and thinking critically
Children investigate and experience things, and ‘have a go’. Children concentrate and keep on trying if they encounter difficulties, and enjoy achievements Children have and develop their own ideas, make links between ideas, and develop strategies for doing things.


The areas of learning and development
There are seven areas of learning and development that form the Early Years Foundation Stage.

All areas of learning and development are important and inter-connected; however we understand the importance of ensuring that all children have a solid base in the prime areas from an early age.

Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

Prime areas:

  • communication and language;
  • physical development; and
  • personal, social and emotional development.

We also support children in the four specific areas, through which the three prime areas are strengthened and applied.

Specific areas:

  • literacy;
  • mathematics;
  • understanding the world; and
  • expressive arts and design.

Communication and language

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

Physical development

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy.

Personal, Social and Emotional Development

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. These attributes will provide a secure platform from which children can achieve at school and in later life.

Understanding the world

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. Enriching and widening children’s vocabulary will support later reading comprehension.

Literacy

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together.

Mathematics

Developing a strong grounding in number is essential so that all children developthe necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.

Understanding the world

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. Enriching and widening children’s vocabulary will support later reading comprehension.

Expressive arts and design

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

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