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EYFS

Our curriculum is built around the following principles:

VALUE

V - Vocabulary rich, A - Ambitious, L - Lifelong learners, U -Unforgettable, E -Empathy

Vocabulary rich – Aspirational vocabulary is used and modelled by all teachers through high quality interactions. It will be seen and heard during children’s independent learning opportunities and through their written work. Children are engaged in conversations, asking questions,and expressing their thoughts. 

Ambitious - In EYFS, our curriculum is ambitious for all children. Through high quality teaching, all children achieve regardless of SEND, PP, deprivation and any protected characteristics.  Our curriculum is well sequenced to ensure that our children in the EYFS build knowledge over time. They will revisit content choices so that our children will know and remember more.  Through the specific and determined design of our provision we immerse our children in a broad range of knowledge across all 7 areas of learning.

Lifelong Learners - In EYFS, we promote curiosity through transferable skills and knowledge whilst partaking in memorable learning experiences that are practical, authentic and hands on. Learning will be reactivated and progressive through the year groups.

Unforgettable – We have two sections of unforgetable learning – the leitner model and experiences.  We take our children to visit key places linked to their enquiry e.g. Reception visited Skegness to see the Seal Santuary and RNLI to conclude their spring learning, and Nusrery  had experts visit our school e.g. planetarium to discuss travelling to space as part of their Spring enquiry. Knowledge learnt in enquiry session is unforgettable through carefully designed knowledge organisers, sticky knowledge flashcards. This knowledge (both substantive and disciplinary) build year on year across the curriculum.

Empathy - We are committed to giving our children the best start in life and working towards a shared society that respects diversity. Our children need an awareness of global issues and how they can play their part in protecting their future. They need to appreciate the world they live in beyond their locality, county and country and to appreciate natural beauty in the world. In the EYFS this is a running theme through our enquiries.

 

We value the uniqueness of every child.   We place the rights of the child at the centre of what we do and believe that each child should be valued, listened to and supported to express themselves. Therefore, communication and vocabulary are fundamental to every aspect of our curriculum design. Our curriculum is designed to give children the opportunity to explore and question new knowledge through rich first-hand experiences and by nurturing a culture of questioning and discovery. Our 8 school values guide our children to develop the behaviour and attitudes to contribute positively to our school and grow as citizens beyond our school.

Our curriculum is driven by the 3 prime areas of the Statutory Framework for the Early years Foundation Stage, but also has an enquiry-based learning system. We weave together our ambitious Key Knowledge Progression statements, and the Educational Program for the other areas of learning as set out by the these elements are interconnected and delivered through a carefully planned and balanced blend of teacher-led inputs, and continuous provision and enhancements to the existing provision.

Communication and Language

Personal, Social and Emotional Development

Physical Development

Our Early Years curriculum is designed so that learning is sequential and progressive, enabling children to build on their knowledge and experiences in the Early Years, setting the foundations of their educational journey. The Early Years is the bedrock of our school curriculum and our curriculum across school grows from the Early Years: it is an integral part of our school curriculum.

In F1, we begin to embed our curriculum principles (VALUE) with a particular focus on oracy. CLL sessions and Chatter support allows children to master their communication skills and become confident and articulate. Chatter interventions continue into F2 for those who need it and help us to ensure children leave EYFS with the skills they need to communicate effectively in a range of scenarios.

Throughout the EYFS classrooms, teachers carefully plan out the environment to ensure that the resources support children to make the very most of our exciting and ambitious curriculum. Our environment is vocabulary rich and adults continually model and encourage the children to use this correctly.   For example, in the small world area you will find picture blocks representing areas of Sutton that children will be familiar with. Children use this provision and discuss the places they know and have been to previously. This links in well with our geography curriculum and knowledge of their local area.

We develop links with the local community through visits to the local library, and complete a community Litter pick at Sutton. This helps children to develop a sense of belonging and care for the local environment.

In F2, children interact with the Lietner Model to support them in retaining their sticky knowledge in their long-term memories. By the end of the year, children are able to make connections between their learning from each term and draw upon their previous learning to help them understand new content.

In EYFS, teachers are highly skilled at making the most of all opportunities for learning. Staff consider children’s interests and experiences and will often plan and find ways of linking children’s interests to the planned curriculum.