Early Years Curriculum
intent:
implementation:
The following approaches will be used to support the curriculum:
- High quality teaching delivering aspirational and engaging topics of learning.
- Opportunities to inspire, ignite and develop awe and wonder through our topics and different areas of learning.
- Variety of different learning opportunities to support and aid children’s outcomes, whole class, group work and targeted support.
- A balance between both directed and child-initiated learning.
- An evolving environment to support the needs and interests of the children.
- Keyworker relationships for strong home/ school partnership. Regular key worker time to review learning and identify barriers.
- Vocabulary rich environment where carefully chosen texts and new vocabulary can be deliberately introduced, allowing children opportunities to use and apply these.
- Daily sessions where children have the opportunity to immerse themselves in new texts and encourage reading for pleasure.
- Weekly opportunities to read in a range of different contexts, guided reading, 1 to 1 reading and word recall.
- Explicit teaching of “Monster Phonics” daily.
- Mathematics sessions taught daily
impact:
The following will support progress towards curriculum goals and a ‘good level of development’:
- Preschool transition information, meetings and teacher observations once started school.
- Baseline assessment complete within 6 weeks of entry.
- Teacher and keyworker data drops throughout the year to ensure and monitor if children are developing on track.
- Tapestry journal for photographs and home learning.
- Keyworker observation books to record ‘wow’ moments and engagement.
- Development matters ‘observation points’ used to check progress.
