Every child deserves the best possible start in life and the support that enables them to fulfil their potential.
Our Curriculum – Early Years Foundation Stage
The Early Years Foundation Stage (2012) states that;
“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.”
On-going formative assessment is at the heart of effective early years practice. As practitioners we observe children as they play, interact and engage through the daily activities and planned group times. Through these observations we can then assess the children through the Early Years Foundation Stage areas of learning to identify where the child may be in their developmental pathway. The EYFS then also requires practitioners to review children’s progress and share a summary with parents at two points, between the ages of 24 and 36 months and at the end of the Early Years Foundation Stage.
After assessment practitioners then move on to planning, in which we consider ways to support the children in order to strengthen and deepen their learning and development. Where appropriate practitioners use the developmental statements to identify possible areas in which to challenge and extend the child’s current learning and development.
To aid practitioners in observation, assessment and planning the EYFS gives us the ‘Characteristics of Effective Learning.’ The ‘Characteristics of Effective Learning’ are playing and exploring, active learning and creating and thinking critically. The way in which children engage with people and their environment underpins learning and development across all areas and support children in becoming effective and motivated learners. These characteristics give practitioners the chance to reflect on the different ways that children learn and then implement this in planning and practice.