Intent, Implementation, Impact

EYFS
(EARLY YEARS FOUNDATION STAGE)
INTENT:
At Dropmore Infant School our aim is to provide the highest quality of care and education for our children, thereby giving them a strong foundation for their future learning.  We create a happy, secure and inspiring learning environment that encourages children to build their confidence, curiosity and independence and allows all individuals to flourish, regardless of backgrounds, circumstances or needs.  We provide learning experiences that are stimulating, fun and challenging for all children, which helps them to build skills and knowledge in each area of the curriculum.  We value each individual child and work alongside parents and carers to encourage independent and enthusiastic learners, who thrive and reach their full potential. We recognise that the children joining us in Reception have already learnt a great deal from home and other settings that they may have attended.  It is our intent to take into consideration their prior learning and starting points as they begin their learning journey with us. We have high ambitions for all pupils, including those with SEND, EAL and those from a disadvantaged background.
 
IMPLEMENTATION:

At Dropmore Infant School we follow the Early Years Foundation Stage Framework.  This is made up of four overriding principles which our Early Years Education is based upon-

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.
  • Children learn to be strong and independent through positive relationships.
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents or carers.
  • Children develop and learn in different ways and at different rates. 

The curriculum in Reception is play-based and experiential.  Our children explore and develop learning experiences, which help them to make sense of the world.  They practise and build ideas and have the opportunity to think creatively alongside their peers, as well as on their own.  They communicate with others as they investigate and solve problems together.  The children access a variety of indoor and outdoor child-initiated and differentiated adult-led activities in all areas of the curriculum.

The learning experiences within Reception are linked to the seven areas of learning and development within the EYFS.  The prime areas of learning are those that the children should develop first, as they reflect the key skills and capacities that all children need to develop to learn effectively.  Throughout the Reception year as the children grow in confidence and ability within the three prime areas, the learning will shift towards a more equal focus on all seven areas of learning. 

 Prime Areas:

  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language

Specific Areas:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

Characteristics of Effective Learning:

  • Playing and exploring
  • Active learning
  • Creating and thinking critically

Children at Dropmore Infant School are provided with rich first-hand experiences, including visitors and school trips to widen their experiences and awe and wonder. We plan a balance between children having time and space to engage in their own child-initiated activities and those that are adult-led.  During our children’s play, the adults within the Reception class interact to challenge them further. We plan a learning environment, both indoors and outdoors, that encourages a positive attitude to learning.  We use materials and equipment that reflect both the community that the children come from and the wider world.

IMPACT:
At Dropmore Infant School, we strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points.  We also strive for children to reach the Early Learning Goals by the end of the Reception Year. Evidence of each child’s learning is recorded through photographs and observations on Tapestry and in their work books.  Parents are also encouraged to add contributions and observations from home to their child’s online learning journal.  Impact is measured through the use of Tapestry, along with summative teacher assessments to determine progress and attainment regularly throughout the year. The impact of our curriculum is also measured by how effectively it helps our pupils develop into well rounded individuals, who have the knowledge, skills and attitudes to make them enthusiastic lifelong learners. We endeavour for pupils to be Key Stage 1 ready and to have our school values of independence, curiosity and respect embedded by the time they leave Reception.