Curriculum
Learning through play.
Our sessions are based around free play, giving your child the space to express themselves and learn through their choice of activity. We provide interesting and stimulating activities appropriate for their age and stage of development as well as focused activities.
Our outside area has lots of space and a variety of equipment available to be used throughout the day.
We have an all inclusive policy. We celebrate a wide range of festivals including Christmas, Diwali, Chinese New Year etc. Children are included and welcome whatever their ability or individual need may be and we can accommodate one to one support if required.
We encourage involvement in the local community and arrange trips to the local shops, the library and parks. In addition, we have close links to both schools in Ravenshead and arrange familiarisation trips when your child is due to start school. Our aim is to facilitate a smooth transition between Preschool Playgroup and School.
Early Years Foundation Stage 2021 (EYFS)Some of you may be aware that changes are being made to the EYFS from September 2021. Ravenshead Preschool Playgroup will ensure these changes take place in September 2021.
In line with the revised EYFS we have created a new ambitious curriculum for the preschool following ‘In the moment planning’ (ITMP).
The new EYFS statutory framework was published on 31 March 2021 by the Department for Education (DfE) and legislation laid in Parliament. This is the revised and final EYFS framework that all registered nurseries, childminders, schools and pre-schools in England will follow from 1 September 2021.
Key objectives of the reforms
The reforms to the Early Years Foundation Stage (EYFS) have been a number of years in the making. The aim is to strengthen early years curriculum, assessment and practice to improve outcomes for all children and close the gap for disadvantaged children. This is particularly crucial in light of the current pandemic.
The changes were developed with childhood development experts using the latest evidence on what is most important for supporting the learning and development of our youngest children. The reforms have been piloted and consulted on, and over 3,000 schools are currently taking part in an early adoption year.
As outlined in the official response to the public consultation, published on 1 July 2020, government has reformed the framework to transform early years curriculum and assessment, focusing on what matters most for children’s outcomes:
Government understands that this year has been a particularly difficult and challenging time for the early years sector, with children’s learning disrupted across all ages. The intended aims of the reforms – focusing on children’s outcomes and reducing unnecessary evidence gathering and paperwork so practitioners and teachers can spend more time interacting with children in their care – will provide a powerful basis for supporting children’s learning and wellbeing through and beyond COVID-19.
Aims
This policy aims to ensure:
From September 2021, Ravenshead Preschool Playgroup will follow the Curriculum as outlined in the 2021 Statutory Framework of the Early Years Foundation Stage (EYFS). The EYFS framework outlines the Characteristics of Effective Teaching and Learning and the 7 areas of Development (CoETL). The CoETL are organised into three primary strands and are essential components towards children becoming self regulated learners. These are:
There are 7 curriculum areas of development.
These are divided into Prime and Specific areas of learning.
Three prime areas :-
Children practise their physical skills alongside developing social skills, which supports greater independence and higher levels of confidence.
And the four specific areas:-
Planning
The 3 prime areas are at the core of early years planning. Staff carefully plan activities which enable children to link personal experiences with new learning, providing a wide range of contexts to revisit, practise, apply, and develop transferable skills and understanding. Emphasis is placed upon the importance of using sensory play in the development of language skills, alongside enhancing provision for identified groups of children.
Staff take into account the individual needs, interests, and stages of development of each child in their care and use this information to plan challenging and enjoyable experiences. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate. Staff are reflective in their practice and systematically observe and evaluate the effectiveness and value of planned provision within the inside and outside learning spaces. They respond to children’s levels of interest and engagement, ensuring accurate pitch and pace for developing cognition and learning. Planning and interactions are supported by progressive sequences of questioning to develop thinking, understanding and language for reasoning.
Teaching Early Years practice demonstrates a balance between play and formal teaching. Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult led and child-initiated activities. As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities, to help children prepare for their transition to Foundation.
Staff interactions with children during planned and child-initiated play, provides rich opportunities for communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. Staff understand that play is about much more than content but helps to build flexible minds and an enquiring spirit. Staff respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. They take into account the equipment provided and the attention to the physical environment as well as the structure and routines of the day that establish expectations.
Staff understand that teaching is in every activity provided within all of the learning environments. There are no activities that occur in the setting which adults do not consider to be opportunities for teaching. While staff do not always know where these opportunities will present themselves, it is the skill of the adults that enable them to readily recognise the ‘teachable moments’ when they arise and respond to them appropriately.
You can find out more about the Early Years Foundation Stage on the gov.uk website.
Our sessions are based around free play, giving your child the space to express themselves and learn through their choice of activity. We provide interesting and stimulating activities appropriate for their age and stage of development as well as focused activities.
Our outside area has lots of space and a variety of equipment available to be used throughout the day.
We have an all inclusive policy. We celebrate a wide range of festivals including Christmas, Diwali, Chinese New Year etc. Children are included and welcome whatever their ability or individual need may be and we can accommodate one to one support if required.
We encourage involvement in the local community and arrange trips to the local shops, the library and parks. In addition, we have close links to both schools in Ravenshead and arrange familiarisation trips when your child is due to start school. Our aim is to facilitate a smooth transition between Preschool Playgroup and School.
Early Years Foundation Stage 2021 (EYFS)Some of you may be aware that changes are being made to the EYFS from September 2021. Ravenshead Preschool Playgroup will ensure these changes take place in September 2021.
In line with the revised EYFS we have created a new ambitious curriculum for the preschool following ‘In the moment planning’ (ITMP).
The new EYFS statutory framework was published on 31 March 2021 by the Department for Education (DfE) and legislation laid in Parliament. This is the revised and final EYFS framework that all registered nurseries, childminders, schools and pre-schools in England will follow from 1 September 2021.
Key objectives of the reforms
The reforms to the Early Years Foundation Stage (EYFS) have been a number of years in the making. The aim is to strengthen early years curriculum, assessment and practice to improve outcomes for all children and close the gap for disadvantaged children. This is particularly crucial in light of the current pandemic.
The changes were developed with childhood development experts using the latest evidence on what is most important for supporting the learning and development of our youngest children. The reforms have been piloted and consulted on, and over 3,000 schools are currently taking part in an early adoption year.
As outlined in the official response to the public consultation, published on 1 July 2020, government has reformed the framework to transform early years curriculum and assessment, focusing on what matters most for children’s outcomes:
- A strong and holistic curriculum that puts early language development at the heart;
- A streamlined and effective assessment process through a revised EYFS profile and removing statutory local authority moderation, which will reduce unnecessary workload and cement the EYFSP as a tool that is designed to support children’s transition to year 1;
- A new requirement to promote good oral health.
Government understands that this year has been a particularly difficult and challenging time for the early years sector, with children’s learning disrupted across all ages. The intended aims of the reforms – focusing on children’s outcomes and reducing unnecessary evidence gathering and paperwork so practitioners and teachers can spend more time interacting with children in their care – will provide a powerful basis for supporting children’s learning and wellbeing through and beyond COVID-19.
Aims
This policy aims to ensure:
- That children access a broad and balanced curriculum that gives them the broad range of knowledge and skills needed for good progress through school and life
- Quality and consistency in teaching and learning so that every child makes good progress and no child gets left behind
- Close partnership working between practitioners and with parents and carers
- Every child is included and supported through equality of opportunity and anti-discriminatory practice
From September 2021, Ravenshead Preschool Playgroup will follow the Curriculum as outlined in the 2021 Statutory Framework of the Early Years Foundation Stage (EYFS). The EYFS framework outlines the Characteristics of Effective Teaching and Learning and the 7 areas of Development (CoETL). The CoETL are organised into three primary strands and are essential components towards children becoming self regulated learners. These are:
- Playing and exploring – children investigate and experience things, and ‘have a go’
- Active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
- Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things
There are 7 curriculum areas of development.
These are divided into Prime and Specific areas of learning.
Three prime areas :-
- Personal, social and emotional development
- Communication and Language
- Physical Development
Children practise their physical skills alongside developing social skills, which supports greater independence and higher levels of confidence.
And the four specific areas:-
- Literacy
- Understanding the World
- Mathematics
- Expressive Arts and Design
Planning
The 3 prime areas are at the core of early years planning. Staff carefully plan activities which enable children to link personal experiences with new learning, providing a wide range of contexts to revisit, practise, apply, and develop transferable skills and understanding. Emphasis is placed upon the importance of using sensory play in the development of language skills, alongside enhancing provision for identified groups of children.
Staff take into account the individual needs, interests, and stages of development of each child in their care and use this information to plan challenging and enjoyable experiences. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate. Staff are reflective in their practice and systematically observe and evaluate the effectiveness and value of planned provision within the inside and outside learning spaces. They respond to children’s levels of interest and engagement, ensuring accurate pitch and pace for developing cognition and learning. Planning and interactions are supported by progressive sequences of questioning to develop thinking, understanding and language for reasoning.
Teaching Early Years practice demonstrates a balance between play and formal teaching. Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult led and child-initiated activities. As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities, to help children prepare for their transition to Foundation.
Staff interactions with children during planned and child-initiated play, provides rich opportunities for communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. Staff understand that play is about much more than content but helps to build flexible minds and an enquiring spirit. Staff respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. They take into account the equipment provided and the attention to the physical environment as well as the structure and routines of the day that establish expectations.
Staff understand that teaching is in every activity provided within all of the learning environments. There are no activities that occur in the setting which adults do not consider to be opportunities for teaching. While staff do not always know where these opportunities will present themselves, it is the skill of the adults that enable them to readily recognise the ‘teachable moments’ when they arise and respond to them appropriately.
You can find out more about the Early Years Foundation Stage on the gov.uk website.
