Learning in the Early Years
A document to outline the philosophy, aims and objectives of Early
Years teaching and learning in the Reception class.
What is Early Years?
The Early Years refer to the non-statutory stage of education of
children under five years old.
"Early childhood is valid in itself and is part of life, not
simply a preparation for work, or the next stage of education"
(Early Childhood Education - Early Years Curriculum Group)
All children begin school with a variety of experiences and learning.
It is the privilege of early years teachers to take on the challenging
task of building upon that learning and experience. Children are our
collective future and the foundations for that future are set in the first
years of education in the infant classes.
We believe in a holistic approach to learning which ensures parents/carers
and teachers work effectively together to support children's learning.
At Grendon we aim to provide a broad and balanced curriculum which will
enable each child to develop emotionally, socially, physically and
intellectually to his/her full potential.
Each child is unique and is valued as an individual.
Objectives
Our curriculum is built upon objectives which are based on the needs of
our children.
Children need:
to be happy
to develop warm and secure relationships with adults and
peers
to communicate their ideas, feelings, experiences and needs
in verbal and non-verbal ways
to learn how to understand and express emotional feelings and
use them in constructive ways
to explore, experiment, observe and discover
to master the basic physical skills and develop control of
the large and fine muscles
to begin to value the culture, religion, race and language of
themselves and others
to enter into the world of imagination, fantasy and role play
to develop skills and concepts that will provide a good
foundation for future learning
to develop confidence and independence
to develop the ability to make choices and decisions
to be successful
to be creative and appreciate the creativity of others
to become aware of, question and adopt, moral and social
values
to develop an awareness of their school and community
environment
to feel that home and school are in harmony
to be given time to be a child and not to rush through
childhood
Starting with the child
From this premise our main objective is to help the child to achieve
the following outcomes on entry to compulsory schooling:
to develop lively, enquiring minds
to develop the ability to communicate in verbal and
non-verbal ways clearly and confidently , with peers and adults
to engage in adult led activities
to apply themselves to tasks and listen with understanding
to acquire knowledge, skills, attitudes and practical
abilities that will become a firm foundation for future learning and a
resource from which further development will draw meaning
to move towards acquiring a reasoned set of attitudes,
behaviour and values, including a respect for other children's race and
culture
to develop a good self image, self-motivation and
independence
to discriminate and make reasoned choices, encouraging
imaginative and critical thinking
to encourage children to look outside themselves, to begin to
appreciate other points of view and represent objects and situations in
their play
to appreciate creative thought and action through art, music,
drama and dance and to experience some personal achievement in these
to develop agility, physical co-ordination and confidence in
movement
to develop an enjoyment and appreciation of the literature,
language and music of other cultures as well as their own
to develop an appreciation of the environment of the school
and its community and encourage the development of a caring attitude,
investigation, observation and some awareness of cause and effect
Whilst these broad objectives can be categorised into the six areas of
learning identified by the ‘Curriculum Guidance for the Foundation
Stage:
- Personal, Social and Emotional Development
- Communication, Language and Literacy
- Mathematical Development
- Knowledge and Understanding of the World
- Physical Development
- Creative Development
it is vital that we recognise that none is isolated and all
interrelate.
Organisation
The Reception class has 30 places for children aged four to five. Some
children attend full time, others attend part time, this is based on the
child’s date of birth.
Staffing
The Reception class is staffed by 1 teacher and 2 part-time classroom
assistants.
The Early Years Environment
Children learn best in a stimulating but ordered environment where the
opportunities for active learning are thoughtful and purposefully planned.
The Environment
We aim to make the Early Years Environment a place which should:
be attractive and welcoming to children and parents
be a place where children feel secure and confident
be stimulating and exciting
be a place where children's work is valued and displayed
attractively
be a place where children can play individually or in small
groups in quiet, noisy and messy but structured learning activities
have adequate sanitary facilities
have access to an outdoor area to provide opportunities to
develop gross motor skills
be a place where talk and questioning are encouraged
The room should be bright, attractive and aesthetically pleasing. It
should be organised into working areas, where children have easy access to
a full range of materials.
The working areas will include:
Imaginative/Dramatic Play
The role play area may be set up as a home corner, cafe, hospital,
shop, tent etc. Equipment in this area will reflect the "theme".
Resources should reflect a variety of cultures, promoting equality of
colour and gender. There should also be opportunities for the child to
read, write and enumerate in the context of play.
Book/Language Area
This should at times be a quiet, comfortable area where the child can
browse, select and enjoy a wide variety of books alone or with
peers/adults. At other times tapes, puppets, dressing-up clothes etc. may
encourage children to interact with their peers to bring the
story/poem/rhyme to life. Texts should include fiction, non-fiction,
poetry, rhyme, books of different sizes, books which reflect today's
society, dictionaries.
There should also be an alphabet frieze in the classroom.
I.T.Area
Children should have access to computers, concept keyboards, cassette
recorders etc.
The computers should be available for the child to work with an adult,
on their own or with another child. There are a variety of programmes
suitable for Early Years.
Art and Craft Area
This area should be carefully thought out so that the child can access
a variety of materials. There will be times when the child is engaged in a
directed activity and other times when they can express themselves using
the materials that they have chosen. Resources should include scissors,
paint, crayons, collage materials, glue, brushes, chalk, pastels, fabric,
wool, paper, sponges, junk, etc. aprons and drying rack/area.
When children cannot write their own name they can use name cards to
copy.
At all times they should be trained to put their name on the top left
hand edge of the paper to discourage reversals.
Construction Area
Materials should be brightly coloured and cater for different abilities
e.g.. gross and finer motor control. Construction equipment should be
wooden, plastic, large, small. They should be manipulated on their own or
used with other construction equipment. Ensure that the child can access
this equipment e.g.. display or label clearly. It is better to have a lot
of a few types of construction rather than a little of many types. Display
examples of structures to stimulate children's ideas - photographs,
drawings, books, actual models.
Physical Play Area
(Indoor/outdoor)
Children in the Early Years at this school only have access to outdoor
play at play time. Equipment available includes bicycles, tricycles,
scooters, ropes, rings, hoops, bats, bean bags and balls.
The Reception class have access to the whole school P.E. equipment in
some sessions as well as access to equipment in the hall.
Sand and Water Area
Utensils in the sand and water area will depend on the theme for that
term. Themes may include pouring, floating and sinking, moulds, cooking
utensils, capacity and volume, pattern making, materials, imaginative play
- animals, building tools, washing up, cars stc.
Wet and dry sand should be available and can be mixed with stones,
pasta etc. Water may be coloured, perfumed, bubbles added. Also stones,
pasta, rice, gelatine, sand etc. may be added.
It is important that washed or silver sand is used - which does not
contain chemicals and will not stain.
Malleable Materials Area
This area may have playdough, clay, plasticine, etc. in it.
Experiences should be provided for the children to use these materials
e.g.. to "cook" it, make teddy bears' picnics, print with it,
model it, mould numbers and letters with it, use tools with it, use
collage materials in it and draw in it. The colour, smell and texture of
the playdough may be altered.
Small World/Table Top Activity Area
The small world, imaginative area should encourage children to create
and act out stories/situations. Activities should include animals, cars,
houses, play people, train tracks and combinations of the above.
Imaginative play can be enhanced by map mats of roads, a house, a farm, a
town or just different coloured fabrics. Small play people may be used
with the cars and lego to develop play further with a combination of
equipment.
Table top activities should include jigsaws, pegs, threading, games
etc. to develop early reading skills, mathematical skills and fine motor
control.
When choosing equipment we need to ensure that our multi-cultural
society is reflected and give high priority to equal opportunities.
Careful planning and good organisation are essential to maximise the
learning potential of any equipment.
Planning an Early Years Curriculum
The starting point for planning is the child. The teachers collect
information about the child during their home visit which is included in
the baseline record.
It is important to remember that the curriculum is everything a child
experiences and not only a programme of activities.
The organisation and routines in the child's day provide many
opportunities for learning. By planning their routines carefully and
developing active learning activities that are well structured we provide
opportunities across the curriculum.
The Early Years planning sheets show in more detail our planning to the
Early Learning Goals.
Assessment and record keeping are part of the planning cycle. Part of
the week is set aside for observation and the small group times enable us
to collect information for the baseline record.
This record is used to inform future planning, to inform parents/carers
and other teachers and to evaluate the Nursery Curriculum.
Three stages of planning are recommended:
Long -term planning provides a broad framework for the
curriculum to meet the needs of four and young five year old children in
the reception class.
Medium -term planning, which specifies learning activities
and learning objectives over each term.
Short-term planning, which focuses on the day to day details
of teaching and learning and allows for revision and modification of
learning activities informed by on-going assessments and observations. At
each stage there needs to be clear identification of the specific
knowledge, skills and attitudes that are the focus for intended learning
both for individuals and groups.
This will:
ensure that there is a balance of activities that encompass
each area of learning and experience
take account of the spontaneous and integrated nature of
children's learning
take into account that young children's learning is not
necessarily sequential and that they need time and opportunity to
consolidate, repeat, extend and generalise their learning in their own
way.
Long-term planning ensures:
coverage of all aspects of the school curriculum including
the school's response to the "Curriculum Guidance for the Foundation
Stage" and a view towards level 1 of the National Curriculum
progression in all aspects of the curriculum within the
phase
balance within and across all aspects of the curriculum
within the phase
coherence within and between all aspects of the curriculum
relevance to the current and future needs of the children
continuity with previous learning and experience e.g.. home,
playgroup etc.
Medium-term planning ensures:
the knowledge, skills and attitudes to be taught are within
the six areas of learning and experience as identified in “Curriculum
Guidance for the Foundation Stage”
identification of thematic units of work as well as
continuous skills development
Short-term planning ensures:
- differentiation
- a balance of different activities throughout the week
- the deployment of appropriate adults
- appropriate support and intervention
- assessment opportunities
- monitoring, evaluation and, if required, modifications to
the medium-term objectives and activities
Areas of Learning
The QCA Curriculum Guidance for the Foundation Stage has been developed
‘to help practitioners provide learning and teaching experiences of the
highest quality throughout the foundation stage (from 3-5 years), while
allowing them to respond flexibly to the particular needs of the children.’
The Foundation Stage finishes as the child moves into year 1, however
the year 1 teacher needs to be aware of the Foundation Stage Curriculum in
order to accommodate children who are not yet ready for the KS1
curriculum.
A child of Foundation Stage age will be taught key areas of the
curriculum with Key Stage 1 levels considered in the planning process.
For Specific information about the curriculum please refer to the QCA
“Curriculum Guidance for the Foundation Stage”.
Literacy and Mathematics will be planned for using the “Curriculum
Guidance for the Foundation Stage” as well as the National Literacy and
Numeracy Strategies. Key elements of the NLS & the NNS will be used,
this will include experience of a full literacy hour & maths lesson by
the end of the Reception Year. Refer to the Guidance to the literacy hour
and the daily mathematics lesson booklets kept in the Reception class
planning folders.
The NLS key words will be taught alongside the Sue Lloyd ‘Jolly
Phonics’ approach to reading and writing. ‘Jolly Phonics’ will be
used as a starting point, rather than as a rigid scheme of work. Parents
will be invited to attend a meeting about this during the Autumn term when
their child has just started school.
Skills to be Acquired
A group of skills should be identified that will provide a resource
bank for all areas of learning and experience. Children having acquired
these skills will select those that are applicable to a task in an
individual or integrated area of learning. In order to complete the task
successfully the children will need the appropriate skills.
Some of these are:
- identification classification observation
- anticipation prediction reasoning
- ordering projection problem solving
- discrimination reflection motor
- recall communication concentration
- perseverance forming hypotheses
- A positive self image is essential to future learning.
Children should grow in self respect and develop confidence in their
ability to function as responsible people. Alongside this, the child needs
to feel and experience positive acceptance, respect and warmth, from other
children and adults.
The Grendon Approach to the Curriculum.
These attitudes and values are reflected in the environment of the
classroom and school, and the adults and children who work with them.
Knowledge, skills, values and attitudes are embodied in all experiences
offered to children.
They should be encouraged to acquire them through integrated
experiences.
It should be remembered that:
"Children's progress will be at varying rates and individual
achievement will vary".
(Nursery Education, Desirable Outcomes for Children's Learning)
Monitoring, Evaluating and Reviewing
"We consider that regular monitoring and evaluation of the
curriculum offered to young children is essential to the achievement of
high standards"
(Starting with Quality - Rumbold Report)
Monitoring
This is the need to find out what is happening on a regular basis.
Evaluation
This is determining the significance of these findings.
Reviewing
This is deciding what to do as a result.
We continually aim to improve standards by monitoring, evaluating and
reviewing how we teach, what we teach and how we plan and organise.
This will not necessarily lead to change but is effective in validating
current practice and giving us confidence to consolidate.
This process is undertaken annually by the Head of Early Years through
sampling of children’s work and data relating to progress. (Reading
ages, phonic and key word assessments)
Assessment and Recording
The attainment, achievements and progress of young children should be
assessed and recorded in order to:
acknowledge and value previous experience and learning
recognise the child's present stage of development
identify specific learning needs
inform future planning/learning
involve and inform parents/carers
provide a subsequent indication of progress made (value
added)
How we Assess
Initial Assessment and Recording
home/visit booklet
baseline assessment
Phonics & key words tests
on-going assessment - based on:
- observations
- evidence
- dialogue with children and parents/carers
- clear criteria which relate to learning objectives
Recording
Recording should:
be manageable and useful - based on what the child
understands, knows and can do
inform the next stage of learning
provide information for transition to National Curriculum
programmes of work and statutory assessments in the future
include reporting to parents verbally during parents’
evenings and in writing at the end of the school year.
Roles and Responsibilities
Effective teamwork is essential in providing an appropriate curriculum
and environment for young children.
Role of the Teacher
The teacher has day -to-day management responsibility for:
the children
teaching and non-teaching support staff
the organising and smooth running of the reception class
overall planning, assessment and evaluation of the
curriculum and the children
creating links with colleagues in school, home, community
and other agencies
attending courses and updating him/herself and the team on
current practices
Role of the Classroom Support Assistant
They will be responsible to the reception teacher and
will have a valuable and vital role within the team
will have a special knowledge and understanding of play and
will be able to present a full range of activity in a supportive role
will have the skills to observe and report accurately
alongside the teacher will ensure the smooth running and
organisation of the class
will be willing to attend courses to further personal skills
and knowledge
Role of the Early Years Co-ordinator
Within the Early Years Team is a designated Early Years co-ordinator,
whose role includes:
managing the implementation of the early years curriculum
including the interface between Curriculum Guidance for the Foundation
Stage and the National Curriculum
over-seeing the drawing up and implementation of an Early
Years policy
ensuring that ALL policies and schemes of work address the
needs of the youngest children
reporting regularly to the headteacher about the
achievements and planned developments for Early Years
being an advocate to the highest possible quality provision
and practice for young children
training and reporting back
supporting staff in a pastoral capacity
monitoring, evaluating and reviewing practice in the Early
Years Setting
Staff Training
We are always aiming to improve our teaching skills, knowledge and
understanding and so ALL staff are encouraged to participate in relevant
courses and in-service training including in-school training.
Parents
Children's experiences at home are highly significant to achievement.
Parents significantly influence their children's learning. When parents
and adults in each setting work together to support children's learning,
the results can have a measurable and lasting effect on children's
achievement. Effective partnership between home and each setting should,
therefore, be developed as fully as possible.
Parents will be invited to attend a meeting about the reception class
before their child is due to start school, then a further meeting to talk
about phonics and reading during the Autumn term after the child has
started school.
We actively encourage parents/carers to:
enter into a partnership with the school
understand that the education of their children is shared by
home and school
feel welcome in the school at all times
share their expertise to enhance the learning opportunities
provided within the school
have access to information concerning the school curriculum
share in their child's progress and achievement
Special Educational Needs
We believe that all children are entitled to a learning environment in
which they are encouraged to reach their potential in a supportive
atmosphere which fosters a growth towards independent learning appropriate
to their age and stage of development.
In the Early Years we follow the Admissions Policy recommended by
Buckinghamshire Education Authority with provision for Special Educational
Needs children.
We aim to identify children with special needs at the earliest possible
stage and differentiate their activities accordingly.
Support and advice to staff, children and parents/carers are given by
additional outside agencies eg. Educational Psychologist, Learning Support
Service, Speech Therapists and others as outlined in the school's Special
Needs Policy.
Equal Opportunities
At this school we aim to provide all pupils, regardless of ability,
race, disability or gender, equal access to the curriculum.
Children with special educational needs will be given support as
appropriate to enable them to benefit from the curriculum of offer.
Admissions and Induction
Admission to School
In the event of the number of applications to the school exceeding the
number of places available, the county will allocate places based on the
county admissions policy.
Induction
A child's first experience of school has a lasting effect upon him/her
and so we aim to make the transition from home to school as 'painless' and
as enjoyable as possible.
Parents/carers are welcome to visit the school individually, or on one
of our ‘open days’ where they are given a 'flavour' of the experiences
that will be on offer to their child. They also have the opportunity to
meet the Early Years team and learn about the routines and expected
behaviour of their child.
Children are also invited to visit school for the new classes day in
the July before they start school.
During the summer term before the child enters school the Reception
teacher will make a home visit to meet the child and to make some simple
assessments of the child. The parent, child and teacher will complete the
entry booklet.
The home visit is deemed important for a number of reasons:
the child can put a face to a name
the child can meet the teacher on home ground where he/she
will feel more confident
the parents have the opportunity to give information on a
1:1 basis in a confidential setting
it is an opportunity for an initial assessment to be made
through observation
The children are introduced into school in their age groups with a few
days between each intake to ensure that they have constant adult support
whilst they are settling.
References
- Curriculum Guidance for the Foundation Stage - QCA
- Early Childhood Education - Early Years Curriculum Group
- The National Literacy Strategy
- The National Numeracy Strategy
- Jolly Phonics - Sue Lloyd
- Nursery Education, Desirable Outcomes for Children’s Learning
- Starting with Quality - Rumbold Report
- Buckinghamshire Education Authority Admissions Policy
SARAH TUTTON
Date written/reviewed: February 2002
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