The Early Years Foundation Stage (EYFS) begins at birth and ends when a child is 5, at the end of the reception year. The Early Years unit at Alveley Primary School caters for children aged 3 - 5 years old, traditionally the nursery and reception classes.
The Early Years Foundation Stage Statutory Framework published in 2012 (updated in 2014) by the Department for Education that sets the standards for the development, learning and care of children from birth to five.
The EYFS Profile summarises and describes children’s attainment at the end of the EYFS. It is based on ongoing observation and assessment of the three characteristics of effective learning throughout the three prime and four specific areas of learning. There are 17 Early Learning Goals associated with the 7 areas of learning. The children are assessed against these goals at the end of the Reception year.
Characteristics of effective learning:
The prime areas of learning:
The specific areas of learning:
This booklet, "What to expect, when?", looks at the stages of development before the Early Learning Goals and may be of interest to you. We use these stages to track your child's progress before they have reached the ELGs.
In EYFS at Alveley School, we follow a child led approach to play based learning with the belief that each child develops at his or her own pace. The teachers and teaching assistants support and develop the children in their learning, focusing upon the child's interests and taking opportunities to support and extend their learning in a meaningful context. Play is a child's work, we follow their personal exploration and natural inquisitiveness to extend and develop learning opportunities.
This positive ethos is at the heart of the EYFS at Alveley. It is extremely important that the children feel happy and comfortable within the setting; where they are constantly supported and encouraged. The children's achievements are recognised and celebrated. This ethos allows for and encourages problem solving, resilience, curiosity and high levels of engagement. All adults recognise the importance of developing a strong, positive, trusting relationship with each child, knowing each of them as an individual.
Pupils are gradually introduced to more teacher directed activities, whereby the learning experiences follow the children’s interests, linking to a termly topic. Initial ideas of enhancements and stimulus within the environment link to the termly topic and allow children to further develop their learning.
To maximise learning opportunities, the children have daily access to both an indoor and outdoor classroom, and are encouraged to make their own choices. The environment is carefully planned to develop the children's learning experiences.
To view our Autumn term overview please click here
Friday 7th September 2018
It has been lovely to welcome our children back into school and to get to know our new friends who have started with us this term. We have had lots of fun exploring the environment and playing with each other. It has been great to see how well everyone has settled in together. It has also been lovely to take part in the daily school routines such as lunchtimes and assembly. We are looking forward to next week!