EYFS Intent, Implementation and Impact Statement 2021/22

The Statutory framework for the Early Years Foundation Stage sets the standards for learning, development and care for children from birth to 5 years.  

Intent 

Our early years curriculum is designed to recognise children’s prior learning, both from their preschool settings and their experiences at home. We work in partnership with parents, carers and other settings to provide the best possible start at Hanborough Manor CE School, ensuring each individual reaches their full potential from their various starting points.  

Our curriculum has been designed to enable children to succeed through cooperative and collaborative learning opportunities. We put a strong emphasis on the Prime Areas of learning; Personal, Social and Emotional Development and Communication and Language, including Oracy.  At Hanborough Manor CE School, we recognise that oracy not only improves academic outcomes, but is a life skill to ensure success beyond school, in life and future employment. Oracy develops children’s thinking and understanding, which in turn promotes self-confidence, resilience and empathy which support the child’s well-being. Our enabling environments and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration right from the start.  

We believe that a high level of engagement ensures a high level of attainment. We provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking. We follow children’s interests and ideas to foster a lifelong love of learning both in and outside of school. 

By the end of the Reception year, our intent is to ensure that all children make at least good progress from their starting points and are equipped with the skills and knowledge to have a smooth transition into Year 1. 

Implementation 

In the first two terms we cover two theme’s ‘All about me’ and ‘Celebrations’. In each subsequent term the children vote to choose a new theme to provide inspiration for learning, whilst also providing the flexibility for children to follow their individual interests and ideas.

Children learn through a balance of child-initiated and adult-directed activities.  The timetable is carefully structured so that children have directed teaching sessions spread throughout the day. These sessions are followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. The timetable is adapted throughout the year to take into consideration the changing needs of the children.

Children are provided with plenty of time to engage in play, exploring a variety of experiences carefully planned to engage and challenge them in the provision. They are able to independently access resources, which enables them to return to ideas and problems so that they can challenge themselves and extend their own learning. The curriculum is planned for both inside and outside spaces and equal importance is given to learning in both areas.  

English / Literacy 

Reading is at the heart of our curriculum and our aim is to encourage a love of reading right from the start. 

Each theme will focus on four or five selected texts. The aim is to expose children to a range of books that not only develop a love of reading, but have been chosen specifically to develop their oracy, vocabulary and comprehension. These books will be embedded in our provision through activities, story sessions and on display for children to access independently. Through this, children begin to internalise new vocabulary, language patterns and begin to retell stories.  

There is cohesion and consistency with our approach to align with the whole school English Curriculum 

• The inclusion of high-quality texts which are age and stage appropriate 

• Modelled reading and re-telling opportunities across each session 

• Dedicated phonics sessions, employing tricky and high-frequency words 

• Cooperative learning behaviours which develop oracy and interdependence e.g. Shared poems, stories and Tales toolkit sessions

Phonics 

We follow the Bug Club programme to ensure consistency across the school. 

In Reception, Phase 1 continues but children are introduced to Phase 2 and 3 during which time they will develop GPC and segmenting and blending skills to decode words. In Summer term, children may move on to Phase 4 if they are ready.  Parents are encouraged to read with their children at home and they are listened to regularly in school. They are given books that match their phonic knowledge, as well as books that promote a love of reading, in order for them to apply their learning with the aim of becoming successful, confident and fluent readers.     

Mathematics

In Reception, we use the NCTEM Maths mastery materials. 

Children in Reception have daily maths sessions to develop fluency, revisit key concepts and address misconceptions. High quality learning resources and meaningful interactions with adults support children in developing mathematical thinking and questioning. Pupils learn through games and tasks using concrete manipulatives and pictorial representations. 

Wider Curriculum 

Our wider curriculum is taught through the learning areas; ‘Understanding of the World’ and ‘Expressive Arts and Design.’ Exciting, purposeful and contextual activities are planned to build on children’s natural curiosity. This is done through planning activities and learning with the children as well as providing opportunities for learning e.g. watching caterpillars grow and change or visiting a nature reserve. The children also have a year of Forest school which begins in Foundation and carries on in Year 1.

Building further on our oracy focus, children will be encouraged to employ subject specific language and terminology in foundation subjects, and such vocabulary will be modelled, both verbally and orally, by supporting practitioners.  

Assessment: 

During the first half term in Foundation all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress. The following baseline assessments are also carried out. The RBA (Statutory Reception Baseline Assessment) This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose of this is to show the progress children make from Reception until the end of KS2. 

NELI (Nuffield Early Language Intervention) NELI is an evidence-based oral language intervention for children who show weakness in their oral language skills and who are therefore at risk of experiencing difficulty with reading. The assessment informs us if the child is at expected for their age or requires intervention from trained NELI practitioners. Talkboost assessments and sessions may be used where NELI is not suitable.

Phonic assessments are carried out using a phonics tracker every half term to quickly identify pupils that are not making expected progress. Our aim is for children to ‘keep up’ rather than ‘catch up’ where possible.  

Our inclusive approach means that all children learn together, but we have a range of additional intervention and support for children who may not be reaching their potential, or are showing a greater depth of understanding and need further challenge. This may include sessions for developing speech and language (NELI and Talkboost), social skills (Spirals), fine motor skills, phonics, and mathematics as needed. 

The EYFS lead ensures staff receive CPD specific to Early Years to develop their practice. For example, we offer CPD on effective observations, in order to understand where pupils are, and their ‘next steps,’ for learning.       

Impact 

Prior to children starting in Foundation, staff spend time speaking to the child’s parents, previous settings and reading previous learning journey’s to gain an understanding of the whole child. Transition involves visits by staff to the various preschool settings or home visits followed by visits for the children to their new classroom. This means that most children begin school feeling safe and happy. 

Observations: Observations are used to inform weekly planning and identify children’s next steps. Each week we follow three focus children; we inform parents and ask for their input to support us in creating a snapshot of their child’s interests and progress at that point in time. Observations of child initiated/adult extended activities are uploaded to Tapestry with photos or videos. 

Assessments are completed four times per year and the EYFSP is completed in term 6. Assessments are shared with parents in parent teacher meetings and in the end of year report. The Foundation stage Teacher meets with the Year 1 teacher to share information about each child. The judgements of our school are moderated with other schools in the EPA. This means judgements are secure and consistent with government guidelines. The Early Years provision features in all areas of the School Development Plan and has a rigorous plan for development each year. This is monitored and evaluated by the EYFS Lead, the Head teacher and designated governor.  

Although we aim for all of our children to achieve GLD, we provide learning opportunities for those children who exceed expected in any area through a balanced and ambitious curriculum. The impact of the EYFS curriculum is reflected in having happy and confident children transitioning into Year 1.