- Contexts for Learning
- The Early Years Foundation Stage
- Year 1
- Year 2
- Year 3
- Year 4
- Year 5
- Year 6
The Early Years Foundation Stage
Starting school is a very exciting time for you and your child. As a team, we will endeavour to make it as special and as enjoyable as possible.
We recognise that parents are a child’s first educator. We know that children come to school with a wide range of varying experiences. We understand the importance of developing a strong partnership with parents, preschool and childminders from the very beginning to ensure a successful transition for all.
Learning in Nursery and Reception is underpinned by the whole school values of Respect, Resilience and Relationships. Children engage in a range of practical learning experiences that encourage them to make friends, talk, ask questions, explore their environment, make connections in their experiences and solve problems. Resources and materials are accessible throughout the day to support children’s individual ideas and interests. Adults observe children’s play to establish continued interests and then, with the children, plan new learning experiences around that interest.
The children have equal access to learning inside and outside. They are encouraged to make their own, independent choices supported and facilitated by all the adults around them. In Reception, all children have the opportunity to play alongside each other in the setting, as we offer a ‘free flow’ system.
During the day, children have regular, adult-led learning sessions. Learning during these sessions usually involves letter and sound recognition (phonics), developing early number concepts and counting, storytelling and shared reading. The aim of these teaching sessions is to introduce new skills, concepts and ideas to the children within a small group context. Children are encouraged to be as involved as possible, sharing their experiences and answering questions. Sessions are matched to children’s individual needs in order to maximise their learning potential.