At Rainford C E, our Early Years provision consists of a 3-4 Pre-School room and a and Reception Class. We are committed to providing a high-quality Early Years education, which gives children a secure and confident start to their school life and nurtures a life long love of learning.
We understand that children learn best when they are absorbed, interested and active. We understand that active learning involves other children, adults, objects, ideas, stimuli and events that aim to engage and involve children for sustained periods. We believe that Early Years education should be as practical as possible and therefore, we are proud that our EYFS setting has an underlying ethos of Learning through play. PLAY is essential for children’s development across all areas. Play builds on children’s confidence as they learn to explore, to relate to others around them and develop relationships , set their own goals and solve problems. Children learn by leading their own play and by taking part in play which is guided by adults. As an EYFS team we will provide high quality interactions to develop and deepen the children’s learning opportunities.
We follow the Statutory Framework of the EYFS and the four guiding principles that shape practice within Early Years settings. We recognise that;
- Every child is a unique child, who is constantly learning and can be resilient, confident and self- assured
- Children learn to be strong and independent through positive relationships
- Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
- Children develop and learn in different ways and at different rates
Our EYFS Curriculum outlines:
- how Pre-school and Reception topics are planned over the year
- how the 7 areas of learning are mapped together into those termly topics
- how Delvelopment Matters (DFE guidance) is used to support the curriculum in Pre-school
- the Early Learning Goal (endpoints) of the EYFS curriculum
- the texts that are used within the curriculum
Children learn skills, acquire new knowledge and demonstrate their understanding through the seven areas of learning and development.
Children should mostly develop the three prime areas first. These are:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development.
These prime areas are those most essential for a child’s healthy development and future learning.
As children grow, the prime areas will help them to develop skills in four specific areas. These are:
- Understanding the World
- Expressive Arts and Design
To support children’s learning we follow a Long Term plan and the children’s interests. We also use ‘In the moment planning’ to ensure that we are focusing on children’s next stages of learning and enhancing the provision to support their learning needs and interests. When planning, practitioners reflect on the Three Characteristics of Effective Learning:
- 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
The Learning Environment
The EYFS learning environment is organised to allow children to explore and learn securely and safely. The environment is set up in learning areas, where children are easily able to find clearly labelled equipment and resources they need. Children are encouraged to become independent learners and to take some responsibility for initiating their own lines of enquiry and investigation.
Activities are planned for both inside and outside with children having the freedom to move between the indoor and outdoor classrooms throughout the school day. The learning environment is divided into a variety of different areas, including designated areas for writing, mathematics, art and craft, role play, physical activity, construction, small world and play dough area as well as book corner, sand and water. These areas are carefully arranged to encourage quiet areas and more active areas within the learning environment.