EY Curriculum Statement
The Early Years Foundation Stage curriculum consists of seven areas of learning. Communication and Language, Physical Development and Personal, Social and Emotional Development are identified as three prime areas of learning and these are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. They also begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas continue to be fundamental throughout the Early Years Foundation Stage.
Literacy, Mathematics, Understanding the World and Expressive Arts and Design are identified as four specific areas of learning and through these, the prime areas are strengthened and applied. The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.
Within the Early Years Department at Henry Tyndale School, our emphasis for learning is learning through play and exploration and we ensure all children have access to a rich learning environment where opportunities and conditions allow them to flourish in all aspects of their development.
We also focus on the following Characteristics of Effective Learning.
Playing and exploring – engagement Active learning – motivation
Finding out and exploring Being involved and concentrating
Playing with what they know Keeping trying
Being willing to ‘have a go’ Enjoying achieving what they set out to do
Creating and thinking critically – thinking
Having their own ideas
Choosing ways to do things
Due to our strong links with other settings and professionals, we are able to visit the children in their own homes during Portage sessions or in their current setting, when being visited by other professionals, prior to them starting at Henry Tyndale School.
In order to make strong relationships with the children and to discover their individual needs and interests, the children are observed by their keyworkers and the class teacher during their first half term in the Early Years Class. These observations allow us to provide each child with a personalised curriculum with carefully planned learning targets appropriate to their developmental stage.
These targets are shared with the children’s parents and carers and they are encouraged to add their own comments and suggestions. The children are then provided with one to one work sessions so that they can work on these identified targets and build on their current skills and knowledge.
Parents are kept informed of their child’s progress through termly parents’ evenings, Tapestry Learning journals, the home/school contact book and regular meetings. The children’s identified targets are also evaluated every term and a copy of the evaluated and new targets are sent home.
Where children continue to access other settings during their time at Henry Tyndale School, we ensure that strong links with these settings are maintained. This is achieved through continuing to visit the children when they are in these settings and offering advice and support where necessary. The staff at these settings are also encouraged to visit the children while they are attending Henry Tyndale School, so that they can observe identified strategies such as PECS, visual timetables and MOVE targets. The children’s individual targets are also shared with these settings.