EYFS...The Albourne Way

EYFS…The Albourne Way

Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious.

Our coherently planned and well sequenced curriculum, ‘EYFS… The Albourne Way’ offers targeted and exciting opportunities so that children develop new interests and learn new knowledge, thus we close the gaps, but is adaptive and flexible to the children’s interests.

Through a rich environment both inside and out, children are enable to engage in learning that is inspirational, challenging and facilitates the consolidation / retaining of knowledge previously learnt. Because of the excellent knowledge that the staff have of the children, high quality interaction between the adults and the children enable all children to make excellent progress from their starting points and be ready for the challenges of Y1.  

It is our belief that every child can achieve their potential in a safe secure and challenging environment and be ready to successfully take on the challenges of their next steps in their learning journey; to live their life to the full.

 

The EYFS Curriculum

There are seven areas of learning in the EYFS curriculum. All areas of learning and development are important and inter-connected.

 

There are three prime areas that are crucial for igniting children’s curiosity and enthusiasm for learning and for expanding their capacity to learn.

These are:

● Communication and Language

● Physical Development

● Personal, Social and Emotional Development

 

There are then four specific areas through which the three prime areas are strengthened and applied.

These are:

● Literacy

● Mathematics

● Understanding the World

● Expressive Arts and Design

 

The EYFS is based upon four principles:

● A Unique Child

● Positive Relationships

● Enabling Environments

● Learning and Development

 

The EYFS Curriculum…The Albourne Way

 

Communication and Language

 

Involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

This area provides children with opportunities for speaking and listening and ignites children’s interest in reading and writing. To give children the best opportunities for developing Communication and Language Positive Relationships support children to communicate their ideas and thoughts with each other and with adults. Enabling Environments contain signs, symbols, words, songs and notices. They also have books and pictures that take into account interests, backgrounds and cultures.

 

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At Albourne, we use the ShREC approach in our interactions with children across the learning environment both inside and out:

 

1. Sh – Share attention.

Adults will always be at the child’s level, paying attention to what they are focussed on.

 

1. R – Respond

Follow the child’s lead, responding to them by making a brief comment on what they can see, hear or feel.

 

1. E – Expand

      Echo back what the child is saying and build on this by adding new vocabulary and turning it into a sentence.

 

1. C – Conversation

Have a back and forth extended conversation, giving the child time to listen, process and reply.

 

Story-telling, reading to them, role-play / language in environment

 

Physical Development

 

Involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

This area provides opportunities for children to be active and devlop their co-ordination, manipulation and movement. It develops understanding of the importance of being physically active and eating healthily. To give children the best opportunities through Positive Relationships children are supported in their understanding of exercise, sleep and eating to promote health. Activities in Enabling Environments both indoors and outdoors encourage energetic physical play. In Learning and Development, snack times promote social skills and the importance of making healthy food choices.

 

 

Personal, Social and Emotional Development

 

Involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

This area develops children’s positive sense of themselves. It teaches about having respect for oneself and others, developing social skills and a good attitude to learning. To give children the best opportunities through Positive Relationships, adults form caring relationships with all children. In Enabling Environments opportunities for play and learning are created that help children embrace differences between themselves and others. Learning and Development experiences are planned to promote all round development.

Literacy

 

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest.

 

 

Environment PUT A RATIONAL – INTENT at then beginning of each of the zones

 

Vision for environment rationale for the environment – this your intent

The learning environment is zoned into areas that will promote playing and exploring, active learning and creating and thinking critically.

 

BOOKLAND

This is my implementation

The Bookland area will consist of:

• Front facing shelves for children to see the books.

• Crates attached to wall that have objects related to the book for the children to engage with.

• A floor book stand with recommended books in.

• A reading buddy to read to.

• The Bookland sign.

• Reading Challenge board.

• Photographs of the children reading / engaging with books.

• Recommended reads for that year group.

• Within your book collection, BAME characters and authors must be prominent but not labelled.

• The Book land area should be inviting, engaging and inspirational.

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