EYFS
What is the intent of our EYFS curriculum?
At Wentworth Primary School, our EYFS curriculum builds pupils' personal and social development and pupils secure the foundational skills in English and maths required for Key Stage 1. We provide a stimulating environment (both indoors and outdoors) that promotes challenge, exploration, adventure and a love of learning. Our aim is for all children to develop physically, verbally, cognitively and emotionally in a setting that values all cultures and communities. We nurture confident, independent learners who interact positively with others. Play is central to our curriculum, with a balanced mix of adult-led and child-initiated learning. Strong relationships with staff and parents/carers, consistent routines, and a safe, inclusive environment lay the foundations for lifelong learning.
How do we implement our EYFS curriculum?
We follow the Early Years and Foundation Stage Statutory Framework. Our language-rich environment includes daily songs, rhymes, stories and quality interactions to support communication development. Phonics and a love of reading are fostered through daily practice and exposure to high-quality texts. Mathematical knowledge is developed through direct teaching and exploration in the continuous provision. Our outdoor provision supports physical development and sensory exploration. The environment is responsive to children’s interests and developmental needs.
Learning is enriched with local trips and visitors and supported by carefully chosen texts. Alongside explicit teaching of foundational knowledge and skills, wider curriculum planning can be flexible to reflect children’s interests and current events and festivals.
What is the impact of our EYFS curriculum?
All pupils:
All children develop appropriate knowledge and skills across the 7 areas of learning and development, relevant to their age and stage of development. Children achievement will be reflected in above-average proportions reaching a good level of development (GLD).
DP/LAC:
Early identification of DP/LAC pupils ensures that this group is monitored from the time start EYFS. Staff consider children's starting points in their curriculum design and approach to teaching so that gaps in children's knowledge are identified and closed.
SEND:
A strong transition programme with early years settings and parents ensures that pupils' barriers to learning are identified early and individual support planning is put in place, where appropriate.