EYFS Curriculum Statement
The curriculum in the early years at Christ the King is designed to provide a broad and balanced education that meets the needs of all pupils. It facilitates them to gain the skills, knowledge and understanding, as they start out on their educational journey, supporting them to progress from their individual starting points and preparing them for the next stage of their education.
Our ethos in is to support children’s personal, social and emotional development so that they feel safe and secure and are ready to learn and it is our intention for all the children within our care to become independent and collaborative learners.
The curriculum celebrates diversity and supports the pupils’ spiritual, moral, social and cultural development. Those children with particular needs, including SEND, are supported appropriately allowing them to be successful. It is the role of the setting to help the children experience the awe and wonder of the world through the seven areas of learning, setting ambitious expectations for all children.
We want our children to:
• Have a positive, confident attitude to learning. They are both physically and emotionally ready to learn.
• Show initiative, ask questions and are prepared to use a variety of ways to learn.
• Be curious and able to learn from their mistakes and can describe their progress
• Be prepared to persevere and stay involved in their learning, even when difficult
• Help each other and work collaboratively.
At Christ the King we look at children’s starting points and experiences and through a carefully planned curriculum, ongoing assessments, real life experiences, communication with staff and parents we offer a curriculum that is broad, balanced and builds on the knowledge, understanding and skills of all children, whatever their starting points. We follow the Early Years curriculum using topic themes, where appropriate and enrichment opportunities.
The aim of our curriculum is to develop a love of learning through:
The Early Years uses core texts as a basis for topic planning that starts with an exciting hook to engage children in both the topic and the book. We have tailored our medium term plans to a variety of rich texts. These texts are chosen for their level of challenge and quality language. They have also been chosen with a view to promoting reading for pleasure.
The ‘literacy’ curriculum is taught through a range of high quality texts. Children also have the opportunities to show independence in their writing by planning and writing their own stories. Literacy opportunities are also promoted through many of the continuous provision activities available to children during the week.
Phonics is taught daily through Read, Write Inc (RWI). Activities associated with these phonic sounds, are introduced to children each day in an engaging way. Once children are able to blend, children are given stories/ditties to read both in phonic sessions and at home with parents.
The maths curriculum is taught through planned lessons using concrete resources and building on prior learning. Children move from concrete, to pictorial and then abstract. This starts with mastering numbers 0-5 and then progresses through to 0-10 and 0-20. We want our children to become confident mathematicians who can apply what they have learnt to real life experiences. This is further supported by the use of ‘Ten Town’ and ‘Numberblocks’.
Pupils have opportunities to share their learning with their parents and carers through our learning journeys and year group pages on our school website. Parent workshops for EYFS allow parents to join in learning activities alongside their children and share their nursery/school experience. Parents are invited in to look at the children’s learning and leave positive comments on ‘proud clouds’/parental feedback sheets. This helps to promote children’s independence and motivation.
Children demonstrate high levels of engagement in activities, developing their speaking and listening skills and their ability to negotiate with others. Children develop skills and confidence across all areas of the curriculum. Children have developed a wider sense of the world around them and can draw on these experiences during interactions with others and link this to new learning.
Children develop their characteristics of learning and are able to apply their knowledge and skills to a range of situations, making links and explaining their ideas and understanding. Children are confident to take risks and are able to give suggestions to improve or adjust what they are doing.
From their own starting points, children will make excellent progress academically and socially, developing a sense of themselves so that they are independent and skill ready for Key Stage 1.
The impact of our EYFS curriculum enables children to make at/above expected progress from their individual starting points. Children are ready to continue their learning journey as they progress to the National Curriculum. This is supported by whole school assessment trackers and by the EYFS/Year 1 staff working closely with next year group to ensure that transition is smooth and they are aware of the children’s individual next steps in their learning.