Early Years Foundation Stage
On this page you will find our EYFS curriculum and policy that covers Nursery. Underpinning our curriculum is our strong school ethos, which is developed through our whole school values.
Our Early Years Foundation Stage curriculum-
At Arundel Court Primary Academy, 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. It is our intent that all children develop physically, verbally, cognitively and emotionally in an environment, which values our cultures, communities and people around us. The curriculum is designed to recognise children’s interests and prior learning from both previous nurseries and their experiences at home. We work in partnership with parents and carers to ensure our children feel safe, happy and enjoy their time in school.
Throughout EYFS, at Arundel Court Primary Academy, we follow the Early Years Statutory Framework. In Nursery, we prioritise the prime areas of learning, Personal, Social and Emotional Development, Communication and Language, and Physical Development. The curriculum is topic based but we also take into account children’s unique interests. This is further supported and enriched with classrooms enhancements, trips and visitors. We have a dedicated time focussing on health and self-care where we explore healthy balanced lifestyle and ways we can keep safe. We understand that play is an integral part of learning and this is at the heart of our early year’s curriculum.
Children learn through a balance of child-initiated and adult-directed sessions. A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily/weekly basis. We encourage children to develop independence through continuous provision opportunities. Children are supported to be intrinsically motivated to complete learning activities and challenges, taking ownership of their own learning.
Reading is at the heart of our curriculum. We follow the ‘Letters and Sounds’ programme for phonics with a rigorously focussed plan carefully timetabled to deliver phonics sessions.
In mathematics, we follow a mastery approach with an emphasis on learning key skills of number and pattern, calculation and shape. The children develop the concept of maths mastery through maths talk, practicing the skills they have learned during play, and developing number sense. Maths mastery is a teaching and learning approach that supports children to develop a deeper understanding of maths rather than being able to memorise key procedures or resort to rote learning.
Our inclusive approach means that all children learn together but we have a range of additional intervention programmes which support children who might need additional help. This includes, for example, ‘Early Talk Boost’ and nurture provision and support. The characteristics of effective learning is viewed as an integral part of all areas of learning and is reflected in our observations of children.
To support our wider curriculum, we provide regular opportunities for parents and carers to come into school and work with their child; share their work and celebrate successes. We keep parents informed to ensure children’s transition into school is successful. This includes transition days, nursery or home visits, stay and play sessions, parent workshops, access to Tapestry (Online Learning Journeys), reports and parent consultations, as well as more frequent informal communication to suit individual families both face to face or on social media.
Our curriculum ensures that our children have fun learning and have the tools to be independent, work as a team and to be respectful towards others. It helps them develop into well rounded individuals who embody the school values. Developing important knowledge, skills and attitudes needed to help enjoy a memorable time in school giving them the foundations to become lifelong learners.
Children in the early years, on average, arrive with much lower starting points. During their time with us, they make rapid progress towards the national expectation for a good level of development at the end of the year.
Our curriculum is reviewed annually to ensure relevance and the voice of our children, parents and staff are heard.