Early Years Foundation Stage

Harris Primary Academy Merton EYFS intent statement 

“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances…” Statutory framework 2021 

Four overarching guiding principles shape the practise in our early years setting, these are: 

• Unique Child 
• Positive Relationships  
• Enabling environments with teaching and support from adults 
• Learning and Development. 

The curriculum is based on the educational programmes in the EYFS statutory framework, Development Matters and the needs and interests of our children. We develop children’s spoken language across all seven areas of learning and development, supporting children to learn new vocabulary and language structures. Our carefully sequenced curriculum helps children to build and consolidate their learning across all seven areas and to make links between these. Planning is flexible and often driven by the children’s interests. Our environment enables and supports high quality play and learning both indoors and outdoors. Reading is at the heart of our EYFS curriculum; a love of reading is promoted through the use of high-quality core texts. Early reading is taught through the Read Write Inc synthetic phonics programme. We adopt a mastery approach to the teaching of maths across our EYFS. Reception follow White Rose maths planning to ensure the children are well prepared for KS1. Our strong and respectful partnerships with parents and/or carers support children’s leaning and development within the EYFS. Early identification of SEND allows rapid support and interventions to be planned so that all children are able to make excellent progress from their starting points. Throughout the year we celebrate national days of importance and religious festivals. 

We have high expectations and ensure that a high-quality, ambitious EYFS curriculum is being taught to all. 

Implementation:

We recognise that children will learn most effectively when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults who care for them. We aim to provide a setting that encompasses a safe and stimulating environment where children are able to enjoy learning and grow in confidence that helps them to achieve their potential.
In Early Years, we begin with a strong emphasis on intentional teaching sessions and adult-led activities to build the foundation of the children’s learning skills and knowledge and understanding of the curriculum, so that they can apply this learning to child-initiated activities and through continuous provision. 

The curriculum is planned and implemented using a thematic approach based upon high quality texts. These have been carefully selected to meet the individual needs and interests of our children. Learning develops through a series of lessons that build skills, knowledge and understanding within that topic of learning. Children are given opportunities to apply skills and knowledge within a variety of contexts to ensure that the learning is secure.  

Observations are shared through the online profile ‘Evidence Me’. Parents are encouraged to upload observations, videos, and photographs from home. This ensures that there are strong links between home and school. Information explaining what the children are learning about in school is available on ‘Evidence Me’ and guidance is given about how parent’s can support their child at home. Parents are invited into the classrooms once a week, this gives them the opportunity to explore the learning environment alongside their child and take part in a range of activities that are on offer. It is an opportunity for parents to see how staff interact with the children to move their learning forward and to see first hand how new skills are taught. 

Throughout Pre-School, Nursery and Reception, our children are assessed in relation to their progress towards Development Matters and the Early Learning Goals. These judgements are made on the basis of accumulative observations and in-depth knowledge of the children acquired through ongoing assessments. Next steps are taught in the moment during continuous provision and adult led activities to ensure children are challenged. End-of-year assessments are finalised during the summer term, summarising each child’s development at that point against the Early Learning Goals and Development Matters.

Impact:

Our children will be actively engaged in their learning and the enjoyment of this learning will be apparent in their daily provision.  All children will have experienced a curriculum that provides exciting and enriching learning experiences and opportunities for them to learn through educational visits and practical experiences.  

Our young learners will be able to appreciate and understand the world around them by experiencing and learning about different cultures, celebrations, music, dance, art and history. Children will actively ask questions about the world around them and their learning experiences. They will be able to take risks as this is an opportunity to learn.  
We also aim to help children to make sense of the world around them, understanding of their rights and the rights of others in an ever-changing world. Our Early Years children will be successful learners and fully prepared for the next stage of their education as they transition from Early Years Foundation Stage into Key Stage One.

We know that by the end of the Early Years Foundation Stage at HPAM, our children will have developed the essential knowledge and skills required for everyday life and lifelong learning. We believe the children at HPAM will be happy, inquisitive and successful learners who have bright futures.

Pre-School

Nursery

Reception