The EYFS Curriculum Development at Our Lady and St. Gerard's.

The Early Years Team have developed a Nursery and Reception curriculum which is bespoke to our school and our pupils. The children's learning is based on their needs, interests and it develops the seven areas of learning with the Characteristics of Effective Learning threaded throughout.  As a Catholic school, we follow Come & See for the teaching of Religious Education.  Please see the RE page for more information.

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'God has made us what we are. In Christ Jesus, God made us new people so that we would do good works. God had planned in advance those good works for us. He had planned for us to live our lives doing them.' (Ephesians 2:10)

All children develop in different ways and development is not a linear or automatic process. It depends on each unique child having opportunities to interact in positive relationships and enabling environments that encourage their engagement and recognise their strengths. All children have urgency and curiosity to learn and will interact with other people and the world around them in different ways. Understanding these different ways of knowing about the world is central to understanding who children are and how best to support their development. Through continual assessment we will identify targeted areas of learning. This will be addressed through quality first teaching, small group work or targeted next steps for individual children. ​

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To learn well, we support our children to approach opportunities with curiosity, energy

and enthusiasm. Effective learning must be meaningful to a child, so that they are able to use what they have learned and apply it in new situations. These abilities and attitudes of strong learners will support them to learn well and make good progress in all the Areas of Learning and Development.

We are very proud of our EYFS curriculum. Please click on the links below to view the Nursery and Reception curriculum maps:

The EYFS Team

Mrs Ruth Cowell - EYFS Lead/Deputy Headteacher/SENCO

Mrs Rachel Todd - Nursery Class Teacher

Miss Emma Gornall - Reception Class Teacher

Mrs Vicky Rowcroft - Reception Class Teacher

Mrs Andrea Crook - Nursery TA3

Mrs Vicky Schilz - Nursery TA3

Mrs Pam Wagner - Nursery TA3

At Our Lady and St. Gerard's we follow Development Matters.

At  Our Lady & St Gerard's every child is unique. We aim for every child to be a happy and successful learner and thrive in our classrooms. We pride ourselves on building very strong and positive relationships with our children and their families. The child is at the centre of everything we do, and we ensure that every child's needs are met through a well-planned and ambitious curriculum. Within our setting, our highest priority is given to communication and language, where all interactions between adults and children are seen as opportunities to learn. Our aim is for all children to be successful communicators. Reading is the key to learning, and we strive to achieve a love of reading in all children. We want all children to enter Key Stage 1 confident, independent and capable learners who are ready for the next step in their journey.

Values and Visions in EYFS at Our Lady and St. Gerard's

Mission Statement​

Our School Mission Statement, 'United in love and the light of Jesus, we inspire one another to learn, grow and shine' reminds us that our faith is central to all that we do. We are a Catholic school where the message of Christ inspires the curriculum.  Our Ethos and Values pages provide further information.

Behaviour Policy​

Our school behaviour policy is built upon the gospel values of love, compassion and forgiveness. We have just three simple goals: Be Safe, Be a Learner, Be Kind and Respectful.  Please see the Behaviour page for more information.

British Values​

Tolerance – learning about different faiths and cultures – listening to other viewpoints  - learning about diversity.​

Democracy – means 'power of the people' - making decisions together – the right to an opinion/voice.​

Mutual Respect – treating others as you want to be treated.​

Individual Liberty – Freedom of speech for all, as long as we respect the other British Values and rights of others.​

The Rule of Law – understanding rules and why they are important – understanding that actions have consequences.

The Characteristics of Effective Learning underpin all learning in our EYFS.

Catholic Social Teaching​

Family and Community​

Stewardship of God's Creation​

Dignity of the human person​

Solidarity & the common good​

Option for the poor and vulnerable​

Dignity of work & the right of workers​

Rights and Responsibilities.​

Through Catholic Social Teaching we aim to promote knowledge, understanding, skills and values in the context of spiritual, moral, intellectual, physical and social development. The school will endeavour to be an integral part of the local community and will forge links with individuals and groups.​  Please see our Ethos pages for more information.

Nursery and Reception classes have their own class pages with lots of information about the curriculum and the range of activities they engage in.

Nursery/Reception Transition

To support the children and their families to have a smooth transition into our Nursery and Reception Classes, we do the following:

Summer garden session to allow the children chance to explore the outdoors and meet staff.

We welcome information on the children's likes and dislikes.

Open evening for parents in September - a chance for parents to see the setting.

Parent Information Evening in the Summer term for new families to meet our school leaders and staff.

Shared conversations with child minders and other nurseries.

December craft session to allow the January Nursery intake to meet staff and other children.

SLT/Subject leader/ Y1 staff to visit reception children to  read stories, play games throughout the school year. 

Reception Transition

To support the children and their families to have a smooth transition into Year 1, we do the following:

Transition meetings between staff to share information each child's development against the ELG & CoEL to plan a responsive and appropriate curriculum. 

Transition booklets developed for those children who might need this.

Transition days planned throughout the summer term.

Hold Welcome to Y1/ Meet the teacher meeting. This gives parents opportunity to meet staff, get to know routines and become familiar with school expectations.

What is it like to be a child in Y1?​

Year 1 children to visit reception and share routines, achievements and highlights of their time in Y1.

SLT/Subject leader/ Y1 staff to visit reception children to  read stories, play games throughout the school year. 

Partnership with Parents/Carers

Working with parents is a key principle of our effective practice. By consulting with parents about children’s early experiences it supports practitioners plan for effective learning and helps support parents in continuing their children's learning development at home.

We do the following to effectively work with our families:

We have a clear system for ongoing dialogue based on two-way flow of communication, Class Dojo, informal/formal conversations at the start and end of the day.

Topics,  themes, texts and new learning is shared weekly on Class Dojo. 

Home visits at the start of Nursery and Reception.

Report to parents at two Parents Evening meetings to celebrate achievements and share new targets. 

Half termly curriculum updates are shared with parents informing them of new learning and new knowledge that the children will acquire during the next term. 

Parents are encouraged to add contributions to their child's Dojo from home events and home learning. 

Stay and play sessions are planned each half term with a focus on CL, PSED, Literacy, Mathematics, ​

Understanding the World and Expressive Arts and Design. Parents are encouraged to see  how play facilitates learning. 

Subject Leaders in the Early Years

Our Subject Leaders understand that The 7 Areas of Learning link to their subjects and that they are able to monitor and assess effectively using links to specific subject areas within the National Curriculum for KS1 and KS2.​

• Personal, Social and Emotional Development: Linked to our PSHE scheme.​

• Communication and Language: Linked to all subject areas but specifically to English (Speaking and Listening and Drama) ​

• Physical Development: Linked to PE and Science ​

• Literacy: Linked to English ​

• Maths: Linked to White Rose Maths and Science ​

• Past and Present: Linked to History ​

• People, Culture and Communities: Linked to RE, PSHE, History, Science and Geography ​

• The Natural World: Linked to Science and Geography​

• Creating with Materials: Linked to Music, Art and DT ​

• Being Imaginative and Expressive: Linked to Music, English, DT and Art​

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We ensure the children are exposed to a variety of projects and experiences, relevant to their interests, which cover a wide variety of subject areas. Through these opportunities the children can develop life-long skills and retain knowledge which they can draw and reflect upon in future years, as they make links with their prior learning. Phonics is taught discreetly every day using Bug Club, with Phase 1 (listening skills) underpinning all aspects of teaching Phonics. We believe this provides all children with the greatest opportunity to complete Reception being able to read short sentences and write for a purpose. All children will be taught a progressive White Rose Maths curriculum which is accurately linked to the White Rose Maths approach used from Year 1. The skills and knowledge our children will acquire from this approach will ensure they can fully access the Maths curriculum as they move through Our Lady and St. Gerard's RC Primary.

All subject leaders take part in regular training for EYFS, including A Day in the life of EYFS with a tour of EYFS with routines, environment and the adult role explained to them. They are encouraged to visit the Early Years regularly to see their subject in action.

Cultural Capital - common threads and themes

In school, the children perform in a Nativity, they regularly visit church, they have a school trip in the Summer Term and we invite visitors in from other professions such as the fire brigade and the postman.

We have a 'hot seating' questionnaire which gets sent home weekly to one child. This enables the children to share their culture and interests with staff and their peers.

Our children are invited to and are given many opportunities to attend a variety of sports clubs and after school events.

Schemas

Children learn through schemas. Our children have access to the following schemas through high quality and carefully planned Continuous Provision:

Transporting ​

Children will be fascinated with moving objects and themselves from place to place.

Transformers ​

Children are learning about cause and effect

Enveloping​

Children will be interested in how things move and respond

Trajectory ​

Children will be interested in how things move and respond

Connection​

Children are exploring how things join together and separate

Positioning​

Children will be interested in placing objects in lines, patterns or rows.

Orientation​

Children will be interested in looking at themselves, objects and the world around them from different angles, places and positions

Rotation​

Children show fascination with things that rotate

Enclosing​

Children are exploring concepts which relate to size, shape and pattern

Play

Learning through play underpins our approach to teaching and learning in the Foundation Stage. We embrace the fact that young children learn best from activities and experiences that interest and inspire them to learn. In doing so we can provide children with stimulating, active play experiences in which they can explore and develop their learning and to help them make sense of the world. Children have opportunities through their play to think creatively and critically alongside other children as well as on their own. They are able to practise skills, build upon and revisit prior learning and experiences at their own level and pace. Play gives our children the opportunity to pursue their own interests, inspire those around them and consolidate their understanding and skills. The children learn to adapt, negotiate, communicate, discuss, investigate and ask questions. Our adults take an active role in child initiated play through observing, modelling, facilitating, teaching and extending play, skills and language 

Best Start in Life

The following is lifted straight from the Best Start in Life document; our staff use this when considering, planning for and observing play in our EYFS setting:​

The role of play​

Play is essential for children’s development. This includes children both leading their own play, and taking part in play that is guided by adults. ]​

There are many ways in which play can support young children’s learning and development. It is likely that, in a high-quality setting, children will experience many different types of play. This includes playing during social times with their peers, which also aids their personal, social and emotional development. There is a spectrum of play, some of which could be completely unguided (including play at home), and some of which will be guided to support particular learning. As play comes naturally to children, skillful practitioners will be able to harness it to help teach the curriculum.​

The purpose of play​

Play is an important and enjoyable part of children’s early education. When planning for play, practitioners should consider whether children are learning something new or are consolidating previous learning. Thinking about what children already know can help practitioners consider how much adult support and guidance the children require in their play. If children are learning something for the first time, it might be more appropriate for them to be taught it explicitly.​

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Staff CPD:​

The EYFS lead is currently working through government training on the Early Years.​

CPD materials purchased​

Weekly Early Years Meetings held

EYFS teacher is completing an NPQ in Early Years Development​

All staff who work in the Early Years have had Role of the adult training 

All EYFS staff have had training on Developing the Outdoor Learning Environment

Phonics and Literacy advice from EYFS consultant

Consultant advice on The Curriculum Development.

Communication and Language

Communication and Language is at the heart of the learning and development in any EYFS. We are mindful of this and develop it in the following ways: