Kathryn Jane Allen

Literacy 

 

Reading: Children read and understand simple sentences. They use phonics knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. 

Writing: Children use their phonics knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible. 

 

Mathematics 

 

Numbers: Children count reliably with numbers from 1 to 20, place them in order, and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving, and sharing. 

Shape, Space, and Measures: Children use everyday language to talk about size, weight, capacity, position, distance, time, and money to compare quantities and objects and solve problems. They recognise, create, and describe patterns. They explore the characteristics of everyday objects and shapes and use mathematical language to describe them. 

 

Understanding the World 

 

People and Communities: Children talk about past and present events in their own lives and the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities, and traditions. 

The World: Children know about similarities and differences in relation to places, objects, materials, and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. 

Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. 

 

Expressive Arts and Design 

 

Exploring and using Media and Materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools, and techniques, experimenting with colour, design, texture, form, and function. 

Being Imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts, and feelings through design and technology, art, music, dance, role-play, and stories. 

Adult led and child-initiated activities cover a blend of the above, with more emphasis being placed on the prime areas of learning in the earlier stages of EYFS. 

The approach used is a play-based environment with a balance of an adult-led and child-initiated context. Multisensory experiences in an indoor and outdoor learning environment focus on engaging children’s natural curiosity and develop children with a holistic learning approach. 

Phonics and early language development are supported in the Early Years through the encouragement of a bilingual environment. 

We hold the belief that a good Early Years education is essential as it is both a distinct stage in its own right and a firm foundation for future learning and development. 

 

The Early Years Foundation Stage is considered an essential part of a child’s education, preparing children for the National Curriculum. It is a curriculum designed for children aged 3 to 5 years of age. 

​The philosophy underpinning EYFS is that learning is planned and structured with an emphasis on play and motivating activities. Children have the opportunity to play, talk, experiment, and repeat and reflect. 

 

Play in the Early Years 
 

We encourage children to play. Play is vital for learning and enables children to explore a variety of experiences, make choices, and solve problems. Children will play freely and will take part in carefully planned and structured play activities, both indoors and outdoors. 

We believe that children develop and learn in different ways and at different rates. All learning is valued and interlinked. Every child matters, and we encourage children to be strong and independent by developing secure and safe relationships with adults in their environment. 

By the end of the reception year (KG 1), children will be assessed alongside the national average for children in the United Kingdom and levelled appropriately. 

Parental consultations are held every term to inform on a child’s progress, which is accompanied by a termly written report. 

Your child’s well-being is at the heart of our Early Years Foundation Stage.