Foundation Stage Curriculum Summary

Aim –

When your son is in the Nursery or Reception class, he will work towards the Early Learning Goals as set out in the Early Years Foundation Stage for educating children aged from birth to five years.

The teaching and learning will start at a place most appropriate to the needs of your son, irrespective of age, and follow guidance set out in the six areas of learning described in the EYFS framework. These are:

The emphasis at this stage of your son’s education is on learning through a balance of structured play and child initiated / teacher directed learning activities.

Content –

Personal, Social and Emotional Development

Boys are provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. We ensure support for boy’s emotional well-being to help them to know themselves and what they can do.

Communication, Language and Literacy

Boys learning and competence in communicating, speaking and listening, being read to and beginning to read and write is supported and extended. They are provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and are supported in developing the confidence and disposition to do so.

Problem Solving, Reasoning and Numeracy

Boys are supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They are provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

Knowledge and Understanding of the World

Boys are supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning is supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials.

Physical Development

The physical development of boys is encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement. They are supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They are supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.

Creative Development

Boy’s creativity is extended by the provision of support for their curiosity, exploration and play. They are provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

Methods of Assessment –

Boys are continually assessed by staff and general observations and ‘next steps’ are written on ‘post-it’s’ which, along with photographs, are kept in each boy’s individual Learning Journey. Staff complete individual observational assessments over the year and look for which areas of learning have been achieved and the ‘next steps’ needed. These are kept in a Learning Journey. In addition to this, progress is also recorded against the Development Matters and in Reception an EYFS Profile record book is also completed. These assessments are reported to parents at termly parents’ evenings.

Enrichment and Extension –

Boys who require enrichment and extension are encouraged to work at a higher level which is appropriate to their needs. We provide appropriate support and materials to develop the boy’s skills and particular talents.

SFL –

At this stage boys who need support for learning receive additional help from the class teacher and classroom assistant. Information and advice can be sought from our specialist teacher and outside agencies, for example, speech and language therapy.