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Early Years

Learning and teaching in nursery and reception classes is underpinned by the statutory framework for the EYFS (Early Years Foundation Stage). Children grow and develop towards the Early Learning Goals.

Planning for this curriculum is informed by practitioners’ observations of children’s interests, progress and enthusiasms, defined as ‘characteristics of effective learning’. These are

  • playing and exploring
  • active learning
  • creating and thinking critically.

If children move into Year One without having reached the Early Learning Goals they continue to be taught in line with the Early Years Foundation Stage curriculum.  Transition to the Year One curriculum does not happen at a point in time but rather when children have reached that stage in their development.

Children will start in nursery or Reception having had a range of different experiences. We consider their individual needs and achievements and plan a range of learning experiences that will help them make progress. Well-planned play is a key way in which children learn with enjoyment and challenge, both within the indoor and outdoor learning environments.

We make sure children feel comfortable and cared for, that they can grow confident, feel valued and be able to make long lasting relationships. The curriculum is planned around seven areas of learning and development. All areas are important and inter-connected.

Prime Areas

Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

As children engage in play adults support them through joining talk, modelling and extending language. We teach the meaning of concept words each week and encourage parents to talk about the new vocabulary we have taught. Through poem, stories and information books children are introduced to new vocabulary, which they are encouraged to use when they are supported in scribing their own ideas.

Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Our outside learning environment provides opportunities to move in different ways, to ride bikes, to dig, throw and catch, build and balance. Children can access our outside learning environment every day. Children also take part in P.E. weekly sessions where children practice undressing and dressing themselves, learn how to move mats and bench and explore moving in different ways. Children independently visit our fruit café during the day and are encouraged to take responsibility for washing their hands, choosing a healthy snack and drink and cleaning the table. There are also opportunities for children to develop their fine motor skills through using threading, hammers and pins, small construction, play dough, scissors and pens and pencils of different thicknesses and shapes.

Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Children develop confidence and independence through a well-resourced accessible environment that enables them to make their own choices and select what they need to achieve. They are expected to take responsibility for caring for their learning environment. Adults sensitively support children in ways that are appropriate to the individual, such as through verbal support or visual prompts. Children are encouraged to help each other. We talk about and model language to enable children to talk about how they are feeling and what they want to happen so they can build positive relationships.

Specific Areas

Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

As children engage in play adults support them through joining talk, modelling and extending language. We teach the meaning of concept words each week and encourage parents to talk about the new vocabulary we have taught. Through poem, stories and information books children are introduced to new vocabulary, which they are encouraged to use when they are supported in scribing their own ideas.

Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Our outside learning environment provides opportunities to move in different ways, to ride bikes, to dig, throw and catch, build and balance. Children can access our outside learning environment every day. Children also take part in P.E. weekly sessions where children practice undressing and dressing themselves, learn how to move mats and bench and explore moving in different ways. Children independently visit our fruit café during the day and are encouraged to take responsibility for washing their hands, choosing a healthy snack and drink and cleaning the table. There are also opportunities for children to develop their fine motor skills through using threading, hammers and pins, small construction, play dough, scissors and pens and pencils of different thicknesses and shapes.

Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Children develop confidence and independence through a well-resourced accessible environment that enables them to make their own choices and select what they need to achieve. They are expected to take responsibility for caring for their learning environment. Adults sensitively support children in ways that are appropriate to the individual, such as through verbal support or visual prompts. Children are encouraged to help each other. We talk about and model language to enable children to talk about how they are feeling and what they want to happen so they can build positive relationships.

Schoolhouse Lane, Aylsham, Norwich, Norfolk NR11 6EX

Telephone: 01263 732260

Email: office@st-michaelsaylsham.norfolk.sch.uk

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