Our curriculum is based around texts and the learning is built around them. However, there remains the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities, the balance of which carefully shifts more towards adult-directed activities as the children journey through the EYFS. This is so that children are well placed to face the challenges of the following year, this is known as “school readiness.”

The timetable is carefully structured so that children have directed teaching during the day. We place our faith at the heart of all we do, and our RE Curriculum, To Know You More Clearly, is central to our practice. We are also particularly committed to directly teaching high quality maths, phonics, reading and writing. Alongside this, there are opportunities to develop the children’s Understanding of the World and Expressive Arts and Design through the provision, as well as direct group work in Reception.

The timetable and Continuous Provision changes throughout the year to take into consideration the changing needs of the children. Where needed, sessions are followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.

Children are provided with plenty of time to engage in exploratory play, throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas. The curriculum is progressive from Nursery to Reception, as are the experiences and “challenges” planned for the children.

English / Literacy

Reading is at the heart of our curriculum and our aim is to encourage a love of reading right from the start. In EYFS, we have focus texts. The aim is to expose children to a range of books that not only develop a love of reading, but also have been chosen specifically to develop their spoken language, vocabulary and comprehension. The texts also follow themes such as seasonal changes, friendships and transitions. These texts will be embedded in our provision through activities, story sessions and on display for children to access independently. Through this, children begin to internalise new vocabulary, language patterns and begin to retell stories.

There is cohesion and consistency with our approach to align with the whole school English Curriculum that is followed from Years 1-6:

• The inclusion of high-quality texts which are age and stage appropriate
• Modelled reading and re-telling opportunities
• Dedicated phonics sessions, following the Sounds-Write scheme.
• Cooperative learning behaviours which develop oracy and interdependence.

Phonics

At St Bernadette’s, we follow the synthetic phonics programme, Sounds-Write and we do so with fidelity to the scheme. Nursery children are taught Elements 1-7, as well as Initial Codes 1-4. Reception are taught the remainder of the Initial Code

Children are encouraged to read phonics books matched to their stage of development both at home and in school, where they are listened to regularly. The aim of this is that we support children to become successful, confident and fluent readers.

Vocabulary

Vocabulary development is at the heart of all we do; it’s an embedded culture and makes up a large proportion of our everyday teaching and learning. The teaching of new vocabulary is purposefully planned for in a range of ways. New language is introduced and displayed both indoors and outdoors. All resources are demarcated and the language builds up over the course of the academic year. There is a purposeful and gradual shift from consistent dual-coded signage in Nursery to some use of single word signage by the end of Reception. During adult-directed learning, children are taught new vocabulary and encouraged to apply it. Our Quality First Teaching also focuses on sustained interactions where vocabulary is presented to the children in a contextualised, play-based way.

Mathematics

Children in the Nursery follow the Master the Curriculum scheme for Maths. Master the Curriculum’s nursery maths scheme includes a nursery rhyme each week and hands on practical maths lessons designed to keep children engaged and making progress. The scheme links directly to NCETM and White Rose Maths. Reception use NCETM as their maths curriculum, which is “topped up” with plans and resources for Shape, Space and Measure from White Rose Maths.  High quality learning environments, as well as meaningful interactions with adults, support children in developing mathematical thinking and discussion. Each classroom and outdoors have designated maths areas. Pupils learn through games and tasks using concrete manipulatives, pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration. Children in Reception have daily maths inputs to develop fluency, revisit key concepts and address misconceptions.

In Nursery, children develop a love of maths through games, songs, rhymes, and play using concrete manipulatives. There is a focus on the following counting principles; one to one correspondence, stable order and cardinal principle. Children’s fine manipulative skills are a focus to develop 1-1 correspondence so children count each object only once.

Wider Curriculum

Our wider curriculum is taught through the specific learning areas; ‘Understanding of the World’ and ‘Expressive Arts and Design.’ EYFS staff have a good understanding of how ELG’s feed into the National Curriculum through our robust planning and CPD opportunities, as well as working alongside subject leaders in school. In reverse, colleagues throughout the school are also aware of the key ELG’s that link to each foundation subject and the progression of the subject.

Exciting, purposeful and contextual activities are planned to build on children’s natural curiosity and linked to our text-based curriculum.

Building further on our spoken language focus, children will be encouraged to employ subject specific language and terminology in the wider Specific Areas, and such vocabulary will be modelled, both verbally and through actions, by supporting Early Years staff.

Experiences, such as visits, school trips and visitors are planned for with many events scheduled each term to enrich our curriculum and provide children with first hand experiences so they can use these in their everyday play and talk.

Our inclusive approach means that all children learn together, but we have a range of additional intervention and support for children who may not be reaching their potential, or are showing a greater depth of understanding and need further challenge. This includes, for example, sessions for developing speech and language, social skills, fine motor skills, phonics, and mathematics. In addition, where children have an identified barrier to learning, or have an EHCP, One Page Profiles and Inclusion Profiles outline the adapted and modified provision available for them.

Regular monitoring of teaching and learning by SLT and the EYFS Lead ensure staff develop good subject knowledge. The EYFS Lead ensures staff receive CPD specific to Early Years to develop their practice.

Baseline

A thorough Baseline is completed for every child, which includes observations, meetings with parents and discussions with previous settings. Each child has time with their Key Person/class teacher, where judgements about strengths and areas of development are triangulated with other information about the child.

During the first half term in Nursery or Reception, all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress.

All children also have a Little Link (Speech and Language) assessment. Any children who are a cause for concern will receive an intervention and, where needed, a referral to Speech and Language Therapy.

The RBA (Statutory Reception Baseline Assessment)

This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose of this is to show the progress children make from Reception until the end of KS2. It also helps to formulate starting points for teaching basic knowledge and key principles. It supports staff to understand what level of vocabulary and basic number awareness children have. Staff are provided with statements about each child’s ability in those areas.

Observations

All observations are used to inform planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paper work. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing / making. Next steps for children are fed through into new activities and learning opportunities, which have been carefully planned to support the development of next steps.

Assessment

In Reception, phonic assessments are carried out every half term to quickly identify pupils that are not making expected progress. Our aim is for children to ‘keep up’ rather than ‘catch up’ where possible.

Across EYFS, assessments, based on assessing against our curricular outcomes throughout the year, are completed three times a year. We  identify children, through internal tracking, who are at an expected stage of development, exceeding expectations or working below them. This informs future practice and planning.  Parents and Carers are invited to termly Parents’ Evenings and given a written record of their child’s progress.

In Summer Term 2 of Reception, the Early Years Foundation Stage Profile is completed, where teachers judge whether the child has met each of the 17 ELG’s. They will be assessed as either ‘Emerging’ or ‘Expected’ in each of the areas. Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a statutory duty to provide a narrative for both parents and the Year 1 teacher.

Assessments are very carefully monitored and evaluated so that, where required, support can be put in place to help children keep up. The curriculum is adaptive and modified to the needs of the cohort.

Impact is also evident through our successful transitions into Year 1. EYFS staff have a good understanding of how ELG’s link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation – children leave the EYFS stage with the skills, knowledge and confidence to continue their journey as scientists, historians, artists and geographers.

Nursery Curriculum Overview

Reception Curriculum Overview

Early Years Policy 

EYFS Statutory Framework

Development Matters

Click on the links below

Reception Baseline Information for Parents