Early Years
In the Early Years at Woodside School, we believe that all children are capable of achieving amazing things and we enable this by having high expectations of all the children. It is our aim that children will leave the EYFS as confident, independent and reflective learners.
We provide an enabling environment which promotes the learning and development of every child attending our Nursery and Reception classes. Our EYFS curriculum is designed to allow children to develop the knowledge and learning behaviours that they need to succeed as they continue their learning journey in school and in life. Children’s learning is led through a balance of discrete, adult-led sessions and continuous provision where children have the opportunity to investigate and apply their learning using our stimulating indoor and outdoor environments.
Through building positive relationships, we aim to develop and foster the characteristics of effective learning in every child. These include learning through playing and exploring, being an active learner and creating and thinking critically. Children are encouraged to become well-regulated and sociable through the modelling of positive interactions and language at all times. Our learning environments, alongside interactions with our skilled practitioners, are planned and resourced to allow children the opportunities to develop their communication and language skills, expand their confidence, independence and resilience, enjoy learning and have fun, build positive relationships with adults and peers, develop their gross and fine motor skills and acquire the skills, knowledge and understanding required to become confident school-ready learners.
We offer a nurturing environment where all children are supported to maintain high levels of well-being and involvement. Emotional well-being is particularly important during a child’s early years as without this the children are not able to learn and develop to the best of their ability. Our enabling learning environments ensure children feel safe and content, and can engage deeply in their play. We understand that sometimes children will not display high levels of wellbeing and involvement due to the different emotions they feel and are learning to manage, but by providing a positive, relaxed environment we aim to help the children to regain a sense of calm during the day where they can talk about their feelings and understand their emotions.
The Early Years Statutory Framework sets out the learning and development requirements for children in Early Years. This document is supported by non-statutory guidance found in Development Matters. These documents can be viewed by clicking the links below.
Early Years Statutory Framework
Development Matters
Our Nursery and Reception staff work closely with subject teams to ensure our curriculum is carefully planned from Nursery through to Year 6.
EYFS Termly overview for subjects
There are seven areas of learning that must be used to shape educational programmes in early years. These are:
The prime areas:
Communication and language
Physical development
Personal social and emotional development
The specific areas:
Literacy
Mathematics
Understanding the world
Expressive arts and design
The Early Years Statutory Framework also sets out the level of development children should be expected to have attained by the end of the EYFS. These are known as Early Learning Goals and can be viewed by clicking the link above.
We have a long term overview of the curriculum for both Nursery and Reception which sets out how learning and development takes places across the seven areas of learning and is shaped by the educational programmes set out in the Early Years Statutory Framework. This curriculum is delivered through a balance of adult led activities and adult directed and child initiated play.
