ADDITIONAL EARLY YEARS AIMS:
- To provide a safe, secure, caring, stimulating and warm environment in which all children have the space and equality of opportunity to develop as individuals.
- To enhance provision by employing Early Years childcare professionals who value parental/carer involvement.
- To foster close liaison between home and EY1.
- To cover all areas of the early years foundation stage curriculum.
- To provide personalised learning to achieve early years foundation learning outcomes.
- To provide individual care and attention - made possible by high ratio of adults to children.
- To foster the relationships with children and adults and develop a love of learning through play.
- To offer opportunities for families to be directly involved in activities in EY1 and in your child's continuing progress.
AREAS OF LEARNING
THE PRIME AREAS:
These are fundamental,work together and move through to support development in all other areas.They are:
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT:
Within the nurturing environment children are individually supported in developing confidence, autonomy and self respect. They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults. Through activities, conversation and practical example, they can learn acceptable ways to express their own feelings and to have respect for the feelings of others. All children are given opportunity, as appropriate, to take responsibility for themselves and also for the group, its members and its property.
COMMUNICATION, LANGUAGE AND LITERACY:
In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening, and by hearing and responding to stories, songs and rhymes. Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and, when they are ready, to use drawn and written symbols themselves. A well stocked book corner gives every child the opportunity and encouragement to become familiar with books, able to handle them and become aware of their uses, both for reference and as stories and pictures. In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening, and by hearing and responding to stories, songs and rhymes. Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and, when they are ready, to use drawn and written symbols themselves.
A range of equipment and opportunities, both indoors and out allows children to develop confidence and enjoyment in the use and development of their own bodily skills. A high level of adult supervision enables children to safely create and meet physical challenges, developing increasing skill and control in moving, climbing and balancing. At the same time, children are supported in development of fine motor skills required to use tools, including pens, pencils and to handle small objects with increasing control and precision. The curriculum is accessed indoors and outdoors. All areas accessed at all times.
THE SPECIFIC AREAS:
They include essential skills and knowledge for children to participate successfully in society.They are:
In books, children see plainly that writing tells a story. They become intrigued and eager to unlock the code themselves.Children may begin to link sounds and letters if they look at the writing while a book is being read aloud. Children can learn valuable literacy skills – context, sequencing, searching for meaning – from picture books (with or without text).
Books inspire children to tell their own stories; an adult scribing these stories demonstrates the link between spoken and written language.Children may be inspired to create books, including their own illustrations and simple words (or captions added by the teacher).
Early mark making is often story-telling by children.
Children will begin writing when they are developmentally ready.
By means of adult supported practical experience, children become familiar with the sorting, matching, ordering, sequencing and counting activities which form the basis for early mathematics. As they use their developing mathematical understanding to solve practical problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, position, size, volume and number. Songs, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as adding.
UNDERSTANDING OF THE WORLD:
A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They observe the feature of objects and substances, recognising differences, patterns and similarities, and to share and record their findings. Children are assisted in exploring and understanding their environment, both within a group and also the wider community. A range of safe and well maintained equipment enables children to extend their technological understanding using simple tools and techniques as appropriate to achieve their intentions and to solve problems.
EXPRESSIVE ARTS AND DESIGN:
Children are encouraged to use a wide range of resources in order to express their own ideas and feelings and to construct their individual response to experience in 2 and 3 dimensions. Art equipment, including paint, glue, crayons and pencils as well as natural and discarded resources, provides for open-ended exploration of colour, shape and texture and the development of the skills in painting, drawing and collage. Children join in and respond to music and stories and there are many opportunities for imaginative role play, both individually and as part of a group.
SETTLING INTO EY1:
Bursar has a policy to take all 3 year old pupils first before admitting pupils rising 3.
If you know you have a child who will attend our school it is a great help if you let us have details as early as possible so that we have everything ready to welcome them into school.
Before they begin EY1, children will be invited to visit. There will be an information pack for new parents plus an opportunity to ask any questions and broach any further concerns.
We always offer time in EY1 with parents/carers as a way to introduce new children to EY1 life.