EYFS Framework
From September 2021 there is new statutory EYFS framework and curriculum, many aspects remain the same as the previous framework but there are some significant changes that recognise that children learn best through play and active learning.
Changes have been made to the wording in the educational programmes. Specifically, this means:
- the objectives are longer, there is more depth, and they contain examples of things that you can do with children
- there is a new focus on early language and extending vocabulary, with more examples on how to embed and develop vocabulary in skills across all 7 areas, because this improves child development in a broad curriculum
At Lympstone Primary School, we will do this by having quality learning conversations and interactions with the children, reading a range of stories, poems rhymes and non- fiction texts, teaching new words and vocabulary, sharing what we are doing with you.
At home, you can have high quality conversations with your child where you model and remodel correct language and vocabulary, play and read to and with them, encourage them to be independent, play board games, complete reading journals and return these to school daily. We would like you to attend and take part in school workshops that will help you to support your child’s learning and emotional needs.
Changes have also been made to safeguarding and welfare, this includes a new requirement to promote good oral health.
At Lympstone Primary School we will contact you if we are concerned about your child’s oral health needs.
At home, you could include things like talking to children about the effects of eating too many sweet things, or the importance of brushing your teeth. You could monitor the amount of sugar your child has in their diet (including packed lunches) You could involve your child in making a healthy packed lunch. Please provide a water bottle which only contains water, no juice.
Please see the link here for advice.
Changes to the early learning goals (ELGs)
The early learning goals summarise the knowledge, skills and understanding that all young children should have gained by the end of the academic year in which they turn 5, the Reception year.
Changes to Development Matters: non -statutory curriculum guidance
At Lympstone Primary School, we will use development matters as our guidance which enables us to take the big aims of the curriculum and break them down into what is achievable and what we want the adults to teach and the children to learn. You can view the development matter document here.
The changes
The Development Matters document is shorter, about two-thirds of the length of the previous version, to allow for more freedom to develop the right broad curriculum for the children you work with.
The age bands have been simplified to avoid tracking activities that do not support child development. There are now 3 instead of 6:
- birth to 3
- 3 and 4-year-olds
- children in reception
There’s more room for professional judgement. We can make more judgements based on our knowledge and experience, instead of using the early learning goals or age bands in the framework to track children’s progress.
Our individually crafted curriculum focuses on our aspirations for our children to achieve by the end of Reception year as well as the statutory learning goals. This includes key physical and emotional skills and cultural capitalism where each child’s experiences are always central to the thinking of every practitioner.
Our curriculum is ambitious and central to the children’s interest. It ensures depth of learning as opposed to covering lots of things in a superficial way. Children will learn through high quality play, guided learning and direct teaching within a carefully organised enabling environment.
At Lympstone Primary School we believe that language and vocabulary are the golden threads that weave our whole curriculum together. Our overriding intention is to ignite curiosity and create a thirst for the development of knowledge and skills.
Children’s individual needs are pinpointed through our curriculum to make a different to their personal outcomes. This begins with transition prior to them starting school.
What this means in practice:
The curriculum is a top-level plan of everything the early years setting wants the children to learn.
At Lympstone Primary School we will ensure that:
- We plan to help every child to develop vital language skills in all areas of learning.
The curriculum at Lympstone Primary School is ambitious and carefully sequenced to help children to build their learning over time
- We use children’s interests to create plans that are flexible and allow them to develop a lifelong love of learning
- There is depth in all aspects of learning in school, putting knowledge and understanding at the forefront
- Children realise that they are powerful learners with every child making progress, with the right help
- Pedagogy is effective by using a mixture of different approaches
- Children will learn through play, by adults modelling, by observing each other, and through guided learning and direct teaching
- Practitioners carefully organise enabling environments for high-quality play
- Children at Lympstone Primary School will also learn through group work; when practitioners guide their learning – Our School recognises that older children need more of this guided learning to help them build on knowledge and remembering skills
- There is always a well-planned learning environment, indoors and outside to inspire and nurture each child’s learning process
Assessment
At Lympstone Primary School we recognise the importance of checking what children have learnt and what they can remember (prior knowledge). We recognise that assessment is about noticing what children can do and what they know.
All staff have a clear understanding of what they want children to know and be able to do. Staff understand that assessment should not take them away from the children for long periods of time – being with the children in our setting, getting to know them and understand them is of paramount importance.
Partnership with parents
It is important for parents and early years settings to have a strong and respectful partnership. This sets the scene for children to thrive in the early years and beyond.
At Lympstone Primary School, we endeavour to listen regularly to parents and give clear information about their child’s progress. We acknowledge and value the help that parents give their children at home and recognise that this has a very significant impact on their learning. By knowing and understanding all the children and their families we can build confident and respectful relationships between home and school.