Foundation Stage Planning and the Curriculum
We follow the Statutory framework for the early years foundation stage (3rd April 2017).
The majority of the planning which takes place within the foundation stage takes place in-the-moment. We work this way because:
“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”
The revised EYFS advises us to continue using this document.
We have focus children NOT focus activities. During the day whilst the children access the provision available staff approach the children, engage with them, play with them and support their independent learning and development. We acknowledge that it is during their child-initiated activity that children show high-levels of involvement and at this point, when the brain is most active, progress and development occurs.
Sir Michael Wilshaw says:-
“Early years provision is only as good as the quality of interaction between adults and children.”
Whilst many of our resources are accessible to the children at all times, giving them the opportunity to independently select resources to support their chosen activity. Practitioners also make enhancements to the provision based on what they learn from their interactions with the children, designing them to ensure progress and interest is maximized.
We are a Read, Write Inc school. We use the proven Read, Write Inc scheme to introduce the children to phonics, reading and writing. We use ‘Storying’ as our approach to early writing. We believe that talk precedes writing and the ‘Storying’ approach enables us to support the children to live their stories before writing them. It also enables them to enhance and develop their individual imaginations – the best possible precursor to creative stories. Practitioners offer to help children record the stories they create, during child-initiated learning, in the role-play, small world or elsewhere within the provision. The children’s input to written recording is matched carefully to their ability; with appropriate scaffolding the children begin to see themselves as writers and increasingly eager to record independently. The children’s stories are then shared with the whole class at the end of the day, the children re-enact them together, ask questions about them and look at ways to improve or develop them further.
Practitioners also plan discrete teaching sessions and activities designed to ensure that all children are given the skills they need to access and achieve across the curriculum. The sessions and activities we design also aim to inspire awe and wonder in all our children. All practitioners ensure that planning is flexible and stems from the children’s interests, talents, needs and abilities.
Each week three children from each class become focus children, a pre-week questionnaire is sent out to gain information from the home environment. During the week planning sheets are completed, for each child, by all adults across the setting. At the end of the week class teachers meet with parents to discuss their child’s attainment and progress and to agree next steps for the child, planning support which can be offered by both home and school. In addition all children have key teaching and learning recorded as observations on the tapestry system.
“Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term that covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations.”
Ofsted, September 2015
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.”
“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. ”
“The stimulating learning environment. ”
“The New Head teacher and deputy. ”
“The after school activities, film nights and discos.”
“This school meets our expectations in every way.”
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“Open weeks in Foundation allows parents to enjoy school as much as our children.”
“Being part of their learning – it doesn’t just stay in the classroom.”
“My children are thriving as the school is committed to learning and progression.”
“My kids love the fruit on the snack table.”
“The joy of the teachers who greet the children and parents daily.”
“The Head teacher and deputy are fab, they join in everything.”
“My children are developing very well in school.”
“My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .”
“I love the fact that senior members of staff know the names of the children.”
“Miss Pulleyn is fantastic”
“I love seeing school events on Twitter.”
“Opening the school doors at 8.40am has made it much easier as it is less crowded.”
“The new website is fantastic. It is up to date and it is great to see what the children have been doing.”
“Since the new Head and Deputy have arrived, so many things have changed. The school is alive now!.”
“The bike loan scheme.My family also like the school bank.”
“..closeness between all age groups and years.”
“The choice to do a traditional nativity was great !.”
“the amount of effort put in by the teachers to make topics interesting is brilliant.”
“The photography club is brilliant, I think introducing things like this is brilliant for the children.”
“Thank you for treating my child like your own.”
“You can approach any member of staff and they help you.”
“My children have come on and made progress socially and academically since joining.”
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.”
“the school gives me advice as a parent so I can help my daughter.”
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
History day was amazing. Brilliant idea.
Boothferry at Young Voices…..Just WOW! What an experience.”