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Early Years

Intent: Why do we teach what we teach?

At St Teresa’s we place great value on the development of children as individuals and providing them with the skills, knowledge and understanding they need to prepare them for the challenges in Key Stage One and beyond. Our aim in the EYFS is to build strong foundations rooted in academic success as well as moral and spiritual development, so that ultimately our pupils can go on to be active citizens of society and happy, curious life-long learners. 

Our curriculum is therefore the cultural capital we know our pupils need so that they can gain the knowledge, skills and understanding they require for success. They can only do that if we embed the right habits for learning through the Characteristics of Effective Teaching and Learning – Play and Exploration, Active Learning and Creative and Critical Thinking. 

Our enabling environment and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration. At St Teresa’s we invest time and energy into helping pupils set and reflect on their own goals by aiming high and developing a love of reading, writing and number.  This is delivered through a holistic curriculum which maximises opportunities for meaningful cross-curricular links and learning experiences as well as promoting the unique child by offering extended periods of play and sustained thinking following children’s interests and ideas.  We value imagination and creativity and seek to create a sense of enjoyment and fascination in learning through a vibrant continuous indoor and outdoor provision, and regular access to our woods.

 

Implementation – How do we teach what we teach?

Pupils learn through a balance of child-initiated and adult-directed activities.  The timetable is carefully structured so that children have rigorous directed teaching in English, Mathematics and Phonics everyday with regular circle time sessions to focus on PSED.  These sessions are followed by group work where children work with a member of staff to develop their individual targets.  This focused group time means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.   

Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas. The curriculum is planned in a cross-curricular way to enable all aspects of the children’s development including understanding the world and expressive art and design as well as to promote

Our inclusive approach means that all children learn together but we have a range of additional intervention and support to enhance and scaffold children who may not be reaching their potential or moving on children who are doing very well. This includes, for example, Language Link where children’s language understanding is extended in small groups. The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations of children. 

 

Impact – How do we know what the children have learnt and how well they have learnt it?.  

Our curriculum needs to meet the needs of our children, including our disadvantaged pupils and those with SEND, so we spend time looking at and evaluating how children are learning. Practitioners achieve this through talking to children, looking at their work, observing their learning experiences and analysing data and progress. Every member of staff uses ongoing observational assessment to identify children’s starting points and plan experiences which ensure progress. This information is tracked on EExAT (Early Excellence Assessment Tracker) which enables us to measure our starting points against a national data set.  We use this information on a weekly basis to plan learning experiences and next steps so that knowledge and skills are built cumulatively.   During each assessment window, three times a year, teachers update the progress children have made onto EExAT which allows us to assess the impact of teaching and evaluate whether it has been enough.   Evidence of children’s learning including observations, work samples, photographs and contributions from parents are kept in paper ‘learning journals’ which children use to reflect on their progress through pupil voice. 

Our curriculum and its delivery ensure that children make good progress. This ensures we meet the national expectation for GLD at the end of the year.  Pupils also make good progress toward their age-related expectations before transitioning into Year One. We believe our high standards are due to the enriched play-based exploration alongside the rigour of assessment and teaching the children have as they move through the early years – a rich diet of balanced learning experiences is undoubtedly the best way to develop happy, curious children. 

The reception baseline assessment is scheduled to become statutory in England in September 2021. This will form the start of a new school-level progress meas...


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