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INTENT, IMPLEMENTATION and IMPACT

The Early Years Foundation Stage (EYFS) CurriculumHappy Mindz Day Nursery & Preschool

Shane P Jarman Bed(Hons) Early Years, NPQHNicola White NNEB

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INTENT, IMPLEMENTATION and IMPACT

The Early Years Foundation Stage (EYFS) Curriculum

We work from the Early Years Foundation Stage Statutory Framework which sets standards for the learning, development and care of children from birth to five years old. All schools and Ofsted registered early years providers must follow the EYFS. The four guiding principlesThere are four guiding principles in the EYFS, we believe it is important that these principles are used when implementing the seven learning and development areas in the EYFS.The principles are: - That every child is uniqueThat every child can learn to be strong and independent through positive relationshipsThat children learn and develop best in enabling environmentsThat children develop and learn in different ways

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There are seven areas of learning and development. The areas are: - Personal, Social and Emotional DevelopmentPhysical DevelopmentCommunication and LanguageMathematicsLiteracyUnderstanding the WorldExpressive Arts & Design

ComponentsThe main components of each of the seven areas are: -Personal, Social and Emotional experiences are about:

Self-confidence & awarenessManaging feelings and behaviourMaking relationships

Physical Development experiences are about:Moving and handlingHealth and self-care

Communication and Language experiences are about:Listening and attentionUnderstandingSpeaking

Literacy experiences are about:ReadingWriting

Mathematics experiences are about:NumbersShapes, space and measures

Understanding the World experiences are about:People and communitiesThe worldTechnology

Expressive Arts & Design experiences are about:Exploring and using media and materialsBeing imaginative

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IntentAt Happy Mindz, we intend that our ambitious and inclusive provision educates all the children in knowledge, skills and understanding, to be effective, inquisitive, curious, independent learners and influence their wider thinking across all areas of the curriculum and future learning as children, teenagers and adults.Fundamental British Values (see below) are at the heart of our provision and everything we do, we focus on promoting the more general concepts within the Early Years Foundation Stage (EYFS) and understand that the children’s development within these areas is key to promoting the values in the long term. We endeavour to give the children the Cultural Capital (see below) they need for future success i.e. giving each child the best start in life and the support that enables them to fulfil their full potential and achieve future success. We are passionate about creating opportunities for children to communicate more easily through developing language and communication skills and specifically teaching vocabulary. We wish our children to believe in themselves and their abilities and capabilities, to belong to the wider learning community ie. Provision beyond Nursery and the wider community and to become successful in their academic career and beyond.It is our intention that children experience the seven areas of learning through a balance of focussed interaction and play based learning. This is through the children’s interests, topics, themes, continuous provision activities, and phonics. Learning is carefully planned by the staff to support personal, social and emotional development; communication and language development; and physical development as well as literacy, mathematics, understanding of the world and expressive arts and design.

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Implementation At Happy Mindz, we encourage children to demonstrate their attitudes and behaviours to learning through the Characteristics of Effective Learning. Our curriculum is designed to recognise their prior learning by providing as many first-hand learning experiences as possible and allowing the children to develop interpersonal skills, build resilience and become creative, critical thinkers to enable them to challenge themselves. We ensure the content of the curriculum is planned to meet the needs of all learners and is taught in a logical progression so that children build on prior learning. We plan through a topic-based approach on an annual basis, but these plans are adapted and amended to address the ever growing and changing needs and interests of all our children.

Period Discoverers Inventors

Jan / Feb “Head, Shoulders, Knees and Toes”

Winter

Mar / Apr Springtime New Life

May / Jun Colour Nursery Rhymes

Jul / Aug All around me People Who Help Us

Sep / Oct Storytime “Colours of Day”

Nov / Dec “Twinkle, Twinkle” “Celebrate!”

We recognise that language and communication are vital in all areas of a child’s development. We welcome children from culturally diverse backgrounds. Communication and language development are therefore a consistent focus. We support children’s development by providing a rich language environment, where conversations, singing and sharing stories become a regular part of the children’s day.

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In addition to Letters and Sounds (below) we have ‘core books’ which we read frequently with the children. These books are the type of books that can be re-visited again and again, on different levels to support language development. The idea is that children will develop language and increase vocabulary in addition to gaining a love of books and will become very familiar with these known texts so that they can remember and re-tell them. Our core books are:

Discoverer’s Core Books Explorers’ Core BooksDear Zoo- Rod CampbellTen Little Toes- Helen OxenburyThat’s not my (series)- Fiona WattEverywhere Babies- Susan MeyersWhere’s Spot- Eric HillDinosaur Roar-Henrietta SticklandUse you words Sophie- Rosemary wellsMiffy- Dick BrunaPeppa Pig-N. Astley Head Shoulders Knees and Toes- Child’s Play

Goat Goes to Playgroup-Julia DonaldsonWe're going on a Bear Hunt Michael RosenPeace at Last Jill Murphy Brown Bear, Brown Bear Bill Martin Fr.The Very Hungry Caterpillar Eric CarleThe Tiger who came to tea Judith KerrWhatever Next! Jill MurphyWhere’s My Teddy? Jez AlboroughGuess How Much I Love You- Sam McBratneyI’ve loved you since Forever- Hota KobtThe Wheels on The Bus- Jeanne WillisZzzz A Book of Sleep- Il Sung Na

We also have ‘core rhymes’ which support language development. Each week, a rhyme of the week is chosen, and the children chant or sing the rhyme at group times where both our under twos and our preschool children come together. In order to raise the importance of each of these rhymes on our provision, each room has a core rhymes board. By the time the children leave nursery they are familiar with each core rhyme. Our core rhymes are:

Discoverer’s Core Rhymes / Songs Explorers’ Core Rhymes / SongsThis Little PiggyPat a cakeRound and round the gardenHorsey, HorseyDiddle, diddle DumplingBaa, Baa Black SheepHickory Dickory DockHumpty DumptyIncy Wincy SpiderThe Wheels on The Bus

Mary, Mary Quite ContraryI’m a little teapotTommy Thumb1,2,3,4,5 Once I caughtPolly Put The Kettle On5 Currant BunsLittle Arabella MillerMiss PollyThe Wheels on The BusPeter Rabbit

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Twinlke Twinkle Little StarJack and JillHey diddle Diddle

There was a Princess Long agoTeddy Bear’s PicnicOne Man went to MowDid you ever see a lassieAeroplanes, Aeroplanes

Our Nursery considers the all-round development of children. Our children are immersed in lots of practical, first-hand learning experiences through which they are encouraged to explore, experiment and develop their language. The children use both the indoor and outdoor environments during adult directed and child-initiated times. We have a particular love for outdoor learning and each day we go outdoors to learn about, in and for our outdoor environment.

We believe learning through play is vital and should not be devalued. We use the environment to ensure the children’s needs are met through continuous provision, enhanced provision and following their interests. Staff teach an objective through whole class, small group teaching and going into provision to observe children’s play and move learning forward at that point. They record ‘snapshot’ evidence of children’s learning to build an overall picture and set next steps for learning. Formative assessment takes place to help staff to identify any children that needs more support to achieve the objective and those that need challenging. This may be instantaneous if appropriate. Although EYFS is a separate curriculum, our experience as senior leaders, teachers and practitioners from within school settings, highlight our drive to make sure our children are prepared for the next chapter in their learning lives.

At Happy Mindz we believe in engaging the hearts and minds of our children and the enjoyment of the curriculum promotes achievement, confidence and good behaviour. Our children feel safe to try new things.

“ . Children approach their learning with enthusiasm and confidence… Staff pay close attention to what they can

do and successfully encourage them to persevere as they master new skills… All children make good progress in relation to their

starting points…” Ofsted,2018

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Impact The curriculum design ensures that the needs of individual children including EAL, SEND and disadvantaged, and small groups of children can be met within the environment of high quality first teaching supported by targeted interventions where appropriate. In this way it can be seen to be impacting in a very positive way on pupil outcomes. We endeavour for our children to be Reception ready and prepared for the next phase at primary school. We consistently receive positive feedback from feeder schools and parents about how our children are 'school ready' when they make the transition to primary school. The impact of our curriculum is measured by assessment procedures- We measure the percentage of pupils achieving age related expectations by the end of each term. (see assessment policy)The impact of our curriculum will also, in fact, be measured by how effectively it helps our children develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.

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Fundamental British Values

Fundamental British Values are at the heart of everything we do at Ashworth Nursery School. There are four British Values that we promote: Rule of Law, Individual Liberty, Democracy, Mutual tolerance and respect. These four values all fit within the categories of Personal, Social and Emotional Development (PESD) and Understanding of the World (UTW).We focus on promoting the more general concepts within the Early Years Foundation Stage (EYFS) and understand that the children’s development within these areas is key to promoting the values in the long term.

Rule of Law-

understanding rulesIndividual Liberty-

freedom for all Help children understand

boundaries and acceptable behaviour

Help children think about keeping safe away from danger

Ensure that children understand their own and other’s behaviour and the consequences and learn to distinguish right from wrong

Collaborate with children to create the rules and the codes of behaviours e.g. the rules about tidying up and that children understand rules apply to everyone Personal, Social and Emotional development

Help children understand that they have the right to feel safe and not frightened

Help children to understand feelings and teach the language of feelings

Teach children to say ‘no’ if they don’t like/want to do something

Encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand that we are free to have different opinions

Develop a positive sense of themselves. Provide opportunities for children to

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Rule of Law- understanding rules

Individual Liberty- freedom for all

(PSED) Managing feelings

and behaviour

develop their self-knowledge, self-esteem, and increase their confidence in their own abilities Personal, Social and Emotional development (PSED)

Self- Confidence and Self-AwarenessUnderstanding of the World

People and Communities

Democracy- making

decisions togetherMutual tolerance and respect - treat others as you want to be treated

Build children’s self-esteem, self-awareness and self confidence

Build children’s ability and willingness to say what they want/need and to speak up for themselves knowing they will be listened to

Support the decisions that children make and provide opportunities that allow taking turns, sharing and collaboration

Respect each other’s views and values and talk about their feelings e.g. when they need/don’t need help Personal, Social and Emotional development (PSED)

Self- Confidence and Self-Awareness

Help children deal with conflicts by talking, explaining their motives and negotiating e.g. help with sharing toys

Teach children to treat others as they would want to be treated themselves

Share stories that reflect and value the diversity of children’s experiences and providing resources, activities and trips that challenge gender, cultural and racial stereotyping

Teach the children about cultural events and festivals Personal, Social and Emotional development (PSED)

Managing feelings and behaviour Personal, Social and

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Rule of Law- understanding rules

Individual Liberty- freedom for all

Emotional development (PSED)

Making relationships Understanding of the World

People and Communities

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PhonicsLetters and Sounds

In Nursery we use the Letters and Sounds Phase 1 materials to promote, encourage and enhance children's early phonics skills. There are a series of games and activities included in the document which can be used 1-1 or in small groups. It is very important that children are able to discriminate between different sounds before being able to sound them out verbally. There are seven aspects to Phase 1 which we plan to cover during your child's time with us. Throughout Phase 1 of Letters and Sounds children will:

develop their language structures.increase their vocabulary.begin to distinguish between sounds in words.speak clearly and audibly.become familiar with rhyme, rhythm and alliteration.listen attentively.explore and experiment with sounds and words.

Activities to support learning in Phase 1 include:

storytelling.singing songs.listening to rhymes and repeating patterns and refrains.playing alliterative games.using creative language in role play, drama and dance.identifying sounds in names, words in the environment etc.

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Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.Phase 1 is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds (auditory discrimination), Listening and remembering sounds (auditory memory and sequencing) and Talking about sounds (developing vocabulary and language comprehension).

It is intended that each of the first six aspects should be dipped into, rather than going through them in any order, with a balance of activities. Aspect 7 will usually come later, when children have had plenty of opportunity to develop their sound discrimination skills.

Aspect 1 - General sound discrimination - environmentalThe aim of this aspect is to raise children's awareness of the sounds around them and to develop their listening skills. Activities suggested in the guidance include going on a listening walk, drumming on different items outside and comparing the sounds, playing a sounds lotto game and making shakers.

Aspect 2 - General sound discrimination - instrumental soundsThis aspect aims to develop children's awareness of sounds made by various instruments and noise makers. Activities include comparing and matching sound makers, playing instruments alongside a story and making loud and quiet sounds.

Aspect 3 - General sound discrimination - body percussionThe aim of this aspect is to develop children's awareness of sounds and rhythms. Activities include singing songs and action rhymes, listening to music and developing a sounds vocabulary.

Aspect 4 - Rhythm and rhymeThis aspect aims to develop children's appreciation and experiences of rhythm and rhyme in speech. Activities include rhyming stories, rhyming bingo, clapping out the syllables in words and odd one out.

Aspect 5 - AlliterationThe focus is on initial sounds of words, with activities including I-Spy type games and matching objects which begin with the same sound.

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Aspect 6 - Voice soundsThe aim is to distinguish between different vocal sounds and to begin oral blending and segmenting. Activities include Metal Mike, where children feed pictures of objects into a toy robot's mouth and the teacher sounds out the name of the object in a robot voice - /c/-/u/-/p/ cup, with the children joining in.

Aspect 7 - Oral blending and segmentingIn this aspect, the main aim is to develop oral blending and segmenting skills.To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds, they can hear in the word sock.The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.

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Cultural Capital At Happy Mindz, we believe that Cultural Capital is about giving each child the best start in life and the support needed to enable them to fulfil their full potential and achieve future success. We recognise that children arrive at our nursery having had differing experiences, and we aim to address any inequalities so that children are not limited by their social or economic circumstances. We see each child as an individual and tap into their interests in order to build upon their knowledge and skills and introduce them to aspects of our wonderful world that are new to them or have yet to experience. It is our intention to have a provision which develops language, specifically teaches vocabulary, enhances and broadens experiences and opportunities for all children, particularly for our most vulnerable young learners. Our offering is pitched so that it offers a range of experiences, both indoors and outdoors, which engage, enthuse and enlighten. Our intention is to provide a culture of curiosity through magical moments and to support the children to develop the dispositions and attitudes that enable them to learn effectively. We believe that if all children have the

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opportunity to become good at learning, this will prepare them for future success. Adults at Happy Mindz have a wealth of experience which means high quality delivery of our intentions is possible and successful. This includes: forging strong relationships; working with other professionals; working with parents and the wider community; being highly inclusive; meeting children's needs; learning styles and interests; understanding the individual and diverse ways that children develop and learn; and their knowledge and understanding in order to actively support and extend children’s learning in and across all seven areas of learning. We communicate with parents face to face regularly, and “Tapestry” our online learning journal helps us to seek parent's opinions about their child and facilitate shared experiences. We prepare our children (and families) for what comes next. We consistently receive positive feedback from feeder schools and parents about how our children are 'school ready' when they make the transition to primary school. We will continually reflect on what we offer our young children to ensure that we remain focused in our ambition to give children the essential knowledge that they need to prepare them for future success.

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Through the Eyes of our Under Twos

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“Adults see in black and white reality. A farmer; a fishing boat; a fire fighter at work. Through the eyes of a child everything changes. The world is filled with a rainbow of possibilities: we see a climbing frame. Children see an invitation to live out their dreams…”

l“Babies are determined athletes, daily pushing themselves to the limit. They are also true scientists, constantly testing their understanding. Linguists too. Who of us could learn a complicated language from scratch, after first figuring out that sounds coming from people are different from other sounds? And before that, realising that people are different from other objects! A baby’s whole being is reaching out to connect, to learn. If we were not so accustomed to this miracle, each child we see would amaze us.

“Many things can wait Children cannot Now is the time Their bones are being formed Their blood is being made Their senses are being developed To them we cannot say ‘tomorrow’ Their name is Today”

Gabriela Mistral

Baby Room Practitioners at Happy MindzWorking with babies and children under two is a career that demands great skill, positive attitudes and huge empathy for children and their families. Baby room practitioners have a uniquely significant role, because they influence sensitive human beings during the most formative period of life. This is a tremendous responsibility and privilege. Baby room practitioners develop some very special traits and master a host of complex skills:

They are warm and responsive, capable of seeing through a baby’s eyes and feeling through the child’s emotions.

They have a constantly deepening understanding of child development.

They know how to playfully interact on the children’s level. They ensure that provision stimulates learning and supports

emotional well-being. They cheerfully care for children’s physical needs. They reassure the parent who may be anxious about entrusting her

little one to someone else

One of the most important aspects we believe at Happy Mindz is:Communicating with parents. We recognise that it is not easy for parents to share their child’s babyhood with others, and our practitioners acknowledge this privilege. When parents know that we value their input and love their child, a foundation of trust is established from which any question can be addressed. Our confidence that we are working in the child’s best interest empowers us to discuss anything in a positive way. Mum and Dad might not understand why we chose certain resources rather than commercial toys, for instance – so we take time to explain, and especially toshare examples of our own child’s development and learning.Another essential skill we treasure is: Being able to sit back and enjoy the children! We know that when staff are relaxedand happy, babies are relaxed and happy too. We recognise that our babies truly are competent learners, and we need to spend some time peacefully watching and enjoying each one; that’s how we really see their learning develop from day to day and get to know each individual.Being with young children draws on every mental, physical and emotional faculty; one must be attentive and caring at all times. We know that

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everything the practitioner says or does – including tone of voice and facial expression – has animpact on the babies. That’s why it’s important to leave personal difficulties at the door. If one has had a dreadful drive to work, for example, this must not be allowed to affect the children.

EnvironmentPreamble

The way our environment is arranged can make the difference between babies feeling secure or anxious. It can make the difference between staff feeling relaxed or stressed. So, we recognise the importance of thought to creating a positive enabling environment for children and adults alike.

Because under-2s are involved mainly in sensory exploration and physical action, we have divided our room into four activity areas: safe-crawl area, active play area, quiet area and wet area. We define our areas as much as possible with physical boundaries, to prevent cross-traffic and to provide a feeling of security for the babies. (They can feel insecure in a wide-open room.)

Happy Mindz Environmental Provision

Safe-crawl areafor non-walkers. This area is be spacious so children can practice their motor skills but contained for their protection.Active play area

A nice floor space and equipment on which toddlers develop their physicality, their spatial awareness, their sense of balance – and have fun! Provision supports active play; and some simple role-play furniture, dolls, small-world materials and blocks.

Quiet areawhere children relax and spend cosy time with key person and books. As we do not have a separate sleep room, the quiet area doubles for sleep.

Wet area,This area includes malleable water and sand for sensory exploration, as well as Floor Easel and basic art supplies. The wet area doubles as mealtime area

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Outdoor AreaOne-year-olds learn so much from the up-and-down of slopes and uneven ground; the sensory experience of puddles, sand, mud, gravel, grass and leaves; the mystery of dropping pebbles into water. Every type of play can happen outside. So can routines like meals and sleep.As Jan White says,

‘Human beings were designed to be outdoors!’

Singing and Nursery Rhymes

Music is a language the youngest children understand. Even a new-born can be soothed by song, and hearing Mum’s voice croon or sing is part of the bonding process. When a mother sings to the baby in her arms, his whole body receives and internalises her rhythms. Lullabies are probably the oldest form of song and can be found in every culture. Their lyrics, like those of nursery rhymes, are often ‘nonsensical’ as they were never intended for adult ears (‘When you wake you will have cake, and all the pretty little horses…’).In Nursery the Adults use songs or chants for play, dandling the child on their knee to a tune or rhyme. E.G.

‘Trot, trot to market to buy a pound of butter,Trot, trot home again, Drop her in the gutter!

We know that Babies love the accompanying rhythm, clapping, tickling and bouncing. Nursery Rhymes, Song and Music are a core of our provision for Our Under 2s. Singing engenders a sense of community, so it definitely belongs in our nursery. It is very important for even the youngest children to feel their connectedness with others, including their connectedness with older children in the setting who love to come to the baby room to visit, play and sing with the babies. – This happens regularly once per day where older children and babies engage with each other and our adults in Song and Story Time..

(See section on Core Rhymes, Songs and Stories)

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A good place to be over two

Being a pre-schooler is not easy. At times you feel big and strong. You declare your independence in all kinds of ways; you want to be respected and given space. Other times you feel small and vulnerable; the world looms large and scary. You want to be held and hugged and treated like the baby you used to be. Sometimes your special grownups just don’t get it, and then you fly apart!First, we believe the environment should be dependable. Our pre-schoolers need to know what to expect and find security in repeatedly returning to their favourite spaces. We know that they like to enter the room and know where everything is. We also know it’s also important for each child to have a designated place for personal belongings.As pre-schoolers have a growing drive to ‘do it myself’, we know the environment must be rich in resources that invite experimentation. Children thrive in a peaceful environment. They cannot cope with an overload of stimulation as they are just learning to control their feelings.

We establish varying moods in different areas, consider how lighting creates an

atmosphere. Soft natural light sets a gentler mood than bright light. Children enjoy watching the interplay of light, especially through the colours reflected through the stained-glass windows.

Small enclosed areas in the environment are like open arms welcoming children in. While open areas are vital for active play, cosy enclosed spaces invite children to withdraw and relax. Our pre-schoolers need to occasionally disengage from action and interaction during a busy day so their bodies can recharge, their souls reflect, and their minds process incoming impressions. They appreciate restful moments of solitude. They may also enjoy being alone with a friend.Our Pre-schoolers’ learning is tactile and sensory, so they need a wide variety of materials to investigate. Things that are rough, smooth, hard, soft, cold, warm, wet, dry, squishy, scratchy, fluffy, silky, prickly, sticky, crunchy, crackly etc. appeal to their innate curiosity – and encourage language development as children verbalise experience.Malleable materials like dough, clay and goop invite sensory investigation; and children use all kinds of tools

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(including recycled objects) as they roll, indent, squeeze and shape their creations. Self-esteem is built as children realise, they are making things happen! This learning process and sense of empowerment are more important than any end product. This area includes a water table and a sand table, as well as basic art supplies.As mentioned, children’s tactile involvement leads directly into imagination. Albert Einstein said, “Imagination is more important than knowledge; for knowledge is limited, whereas imagination embraces the entire world”! Ability to use imagination is a life skill, crucial for possibility-thinking. Imagination adds a rich dimension to children’s lives and is key to understanding the feelings of others. It is one of childhood’s great arts – and pre-schoolers become masters! There are many ways our teachers and practitioners nurture imagination: storytelling, singing, sharing poems and, most importantly, allowing abundant time for child-initiated play. The physical environment also plays a crucial role. Indoors, imagination will blossom in every part of the room, but two areas particularly foster fantasy play and should be given special consideration: the construction area, where they start to create miniature environments with blocks and act out narratives using small-world figures, and the role play area (or home corner) where the children themselves are the actors. our role play and construction areas are adjacent, since large construction frequently evolves into role play, and materials are often shared. Pre-schoolers frequently ‘think aloud’ during small world play, thus developing language and giving adults a peep into their imaginings. A child may busy himself with little blocks while saying, “Everyone come to the table – supper is ready!”Continuous provision

Continuous provision, meaning dividing a classroom into activity areas, is the most natural way to provide this context for learning. This is the playful exciting part, the step that makes your room enticing from a child’s perspective.

Book area

The book area should be situated in the quietest corner. Children learn to love books when are they provided in a comfortable appealing space, displayed in such a way that youngsters recognise their favourites.

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Construction area The construction area for block play and small world play is protected (so children’s creations aren’t bumped) by shelves that hold the blocks and other open-ended materials. Bruner (1972) suggests that constructive play combines deep problem solving with very creative thinking.

Both block play and writing are forms of symbolic representation: When we write, our marks on the paper represent ideas, and youngsters creating with blocks are representing ideas as well. Children need to express themselves in concrete ways before progressing to abstract symbolism. Through block play, they build their own firm foundation for literacy.

Role play area

Social interaction and imagination flourish in the role play area. Arches, window panels and mirrors enhance dramatic play, and small nooks attract children. This is often expanded at times or moved outdoors to give drama the widest possible scope. The organisation of furniture in the role play area tells our children, “This

is for you! “Role play connects with any topic and is a time-tested favourite.

Wet play area

Our wet play area allows for experimentation with water, sand and other malleable materials. It’s obvious that wet play teaches science and maths, but it can just as easily lead into music or poetry.

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“THE PLEASURE OF FINDING THINGS OUT AND OF IMAGINING WHAT MIGHT

BE IS A MAJOR PURPOSE OF CHILDHOOD. CHILDREN ARE SCIENTISTS

AND CREATORS AT THE SAME TIME, WITH FEELINGS AND THINKING WOVEN

INEXTRICABLY TOGETHER. WE NEED TO FEED CHILDREN’S CURIOSITY,

FASCINATION, WONDER, AWE AND THEIR DEEP DRIVE TO LEARN AND MAKE

MEANING.”

Assessment

Children learn and develop in different ways and at different rates. Development Matters in the EYFS provides guidance to support practitioners in identifying a typical range of development at different stages/ages. Development Matters is not the tool of Assessment rather a guide of typical development ages and stages. It is NOT a tick list and does not replace the use of Tapestry and the EYFS observations within it- neither is it a means of counting how many observations have been carried out. Every child is unique and as such, may not necessarily demonstrate patterns of attainment that are ‘typical’. Assessments are age and stage appropriate.

Tapestry uses a ‘best fit’ approach to making judgements about a child’s attainment.

This means that a child’s key person makes a professional judgement about the level of development that best describes the child at that moment in time on their developmental journey. Professional knowledge required to accurately assess a child is gained predominantly from observation and interaction in a range of daily activities and events. It takes account of contributions from parents/carers about what the child does outside the setting. It does not necessitate highlighting or recording evidence for every single statement in Development Matters, although some written observations of significant learning may support practitioners in making professional judgements.

The tracker requires practitioners to consider whether a child is ‘developing’, ‘secure’ or ‘high’ within each developmental age/stage.

E- Emerging The child is just beginning to work within the developmental age/stage

D- Developing The child is working within the developmental age/stage i.e. many of the statements describe how the child behaves

S- Secure Evidence of learning which is embedded for almost all statements within the age/stage

Use of the Typical Development Table included with the tracking documents can support identification of development that is above, typical or below that expected for any particular age.

Red Below typical development expected for their age

Green Typical development expected for their age

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Blue Above typical development expected for their age

The Typical Development Table provides a guide to colour coding attainment at different chronological ages. All seven areas of learning are included on the individual progress tracker.

Practitioners are asked to note how the child’s individual learning needs may be supported both at home and in the setting. Where a child’s development is ‘just below’ that typically expected for their age, it may be appropriate to monitor progress more closely. At other times, additional support/early intervention strategies may be more appropriate. Discussions with parent/carers at all stages are vital.

Once more than one summary of attainment has been completed for a child, it is possible to consider the progress of the individual by referring back to previous individual summaries of attainment. The colour coding on each sheet gives an indication of whether attainment is below, typical or above that expected for the child’s chronological age at the time the summary was completed. By considering how attainment changes over time in comparison with chronological age, practitioners can determine whether a child is making typical or rapid progress, and this can also help identify when a child may be at risk of delay.

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Child’s Age in Months Developmental Age/Stage Band Suggests Child May Be:

24

25

26

27

28

8-20 Below typical development for their age

16-26 Below

16-26 Secure Showing typical development for their age

22-36 Developing Showing typical development for their age

22-36 Secure Above typical development for their age

30-50 Emerging Above

Pre 22-36 Below Question SEN

29

30

31

32

22-36 Developing Below


30-50 Emerging Showing typical development for their age

30-50 Developing Above

33

34

35

36





30-50 Secure Above


37

38

39

40


22-36 Secure Below

30-50 Developing / Secure Showing typical development for their age

30-50 Secure Above


41

42

43

44

45



30-50 Secure/Secure Showing typical development for their age

40-60 Emerging Showing typical development for their age

40-60 Developing Above

46

47

48

49





40-60 Secure Above

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References Alexander, RJ (ed) (2010) Children, their World, their Education: final report and recommendations of the Cambridge Primary Review, Abingdon: Routledge Beardsworth, T (16 August 2013) in The Spectator Brown, S (2009) Play, How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul New York: Penguin Group Bruner, J (1972) “The nature and uses of maturity” American Psychologists Carpenter, B, Egerton, J, Brooks, T, Cockbill, B, Fotherington, J and Rawson, H (editors) (2013) Children and Young People with Complex Learning Difficulties and Disabilities Abingdon: Routledge Claxton, G (2007) Building Learning Power Bristol: TLO Ltd Donaldson, M (1978) Children’s Minds London: Fontana Press Edwards, C, Gandini, L and Forman, G (editors) (1998 second ed) Hundred Languages of Children London: Ablex Publishing Corporation Elkind, D (2007) The Power of Play: Learning what Comes Naturally Cambridge, MA, USA: Da Capo PressGoddard Blythe, S (2005)The Well Balanced Child: Movement and Early Learning Stroud: Hawthorn Press Gura, P (editor) with the Froebel Blockplay Research Group directed by Tina Bruce (1992) Exploring Learning, Young Children and Blockplay London: Paul Chapman Publishing LtdJarman, E (2009) A Place to Talk in KS1 AC Black Macauley, D (1988) The Way Things Work London: Dorling Kindersley Ltd Marin, C (editor) (2004) Writing in the Air Maidstone: Kent County Council Miller, K (1999) in Community Playthings Foundations video Morgan, Elizabeth (2013) interview Olds, A (2000) Child Care Design Guide USA: McGraw-Hill Rattley, Deb (2013) interview Rimes, Martin (2002) seminar Robertson, Juliet (2013) interview Tovey, H (2013) Bringing the Froebel Approach to your Early Years Practice Abingdon: Routledge Twani, Judith (2013) interview Vygotsky, L (1978) Mind in Society Harvard, MA, USA: Harvard University Press Welsh Assembly Government (2008) Foundation Phase Framework for Children’s Learning 3–7 years Cardiff: Welsh Assembly Government White, J (2014, 2nd edition) Playing and

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Learning Outdoors: Making provision for Secure quality experiences in the outdoor environment with children 3–7, Abingdon: Routledge

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the early years foundation stage (eyfs) curriculum€¦ · web viewmalleable materials like...

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