In our Early Years Foundation Stage (EYFS) we meet the needs of all our children, through a challenging and exciting provision that allows children to become more independent in their learning. We believe that children are more engaged when they have a choice in their learning and so our timetables include lots of opportunities for children to ‘free flow’ and engage in play both indoors and outdoors. Through playing, children are developing many skills such as: self-regulation, building relationships and developing independence, gross and fine motor skills, problem solving and communication skills.
Early Years Foundation Policy V3.0
EYFS LTP – F1
EYFS LTP – F2
In the Early Years Foundation Stage (EYFS) at Abbey Mead, our aims are to…
• support children to make a planned, confident transition from home to school
• provide a happy, caring, safe and secure environment for learning
• plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child-initiated opportunities
• support children to become independent, competent and confident learners, so they are able to reach their full potential
• provide a broad and balanced high-quality curriculum in line with the Early Years Foundation Stage guidance
• foster positive home school links with parents and other care providers.
At the end of reception year, EYFS staff will complete an end of year profile for each child to determine whether they are emerging or expected in the 7 areas of learning and development. The areas are shown below.
More details on this can also be found in the document below:
Development Matters in the Early Year Foundation Stage (EYFS)
EYFS Areas of Learning and Development
Communication and Language
Listening, Attention and Understanding:
Children listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. They make comments about what they have heard and ask questions to clarify their understanding. They hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Children participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. They offer explanations for why things might happen, making use of recently
introduced vocabulary from stories, non-fiction, rhymes and poems. When appropriate, they express their ideas and feelings about their experiences using full sentences, including use of past, present, and future tenses and making use of conjunctions, with modelling and support from their teacher.
Gross Motor Skills:
Children negotiate space and obstacles safely, with consideration for themselves and others. They demonstrate strength, balance and coordination when playing. They move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Fine Motor Skills:
Children hold a pencil effectively in preparation for fluent writing – using the tripod grip. They use a range of small tools, including scissors, paint brushes and cutlery and they begin to show accuracy and care when drawing.
Personal, Social and Emotional Development
Children show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly. They set and work towards simple goals, being able to wait for what they want and
control their immediate impulses. They give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Children will be confident to try new activities and show independence, resilience and perseverance in the face of challenge. They will explain the reasons for rules, know right from wrong and try to behave accordingly. They will manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices.
Children at the expected level of development will work and play cooperatively and take turns with others. They will form positive attachments to adults and friendships with peers and show sensitivity to their own and to others’ needs.
The Specific Areas
Children will demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. They will anticipate key events in stories and use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
Children will say a sound for each letter in the alphabet and at least 10 digraphs. They will read words consistent with their phonic knowledge by sound-blending. They will read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Children will write recognisable letters, most of which are correctly formed. They will spell words by identifying sounds in them and representing the sounds with a letter or letters. They will write simple phrases and sentences that can be ready by others.
Children will have a deep understanding of numbers to 10, including the composition of each number. They will subitise (recognise quantities without counting) up to 5 and automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Children will verbally count beyond 20, recognising the pattern of the counting system. They will compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. They will explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Understanding the World
Past and Present:
Children will talk about the lives of the people around them and their roles in society. They will know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. They will understand the past through settings, characters and events encountered in books read in class and storytelling.
People, Culture and Communities:
Children will describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts, and maps. They will know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. They will explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and maps.
The Natural World:
Children will explore the natural world around them, making observations and drawing pictures of animals and plants. They will know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. They will understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Expressive Arts and Design
Creating with Materials:
Children will safely use and explore a variety of materials, tools and techniques. They will experiment with colour, design, texture, form, and function and share their creations, explaining the process they have used. They will make use of props and materials when role playing characters in narratives and stories.
Children will invent, adapt and recount narratives and stories with peers and their teacher. They will sing a range of well-known nursery rhymes and songs and perform songs, rhymes, poems and stories with others. They will try to move in time with music.