Early Years

Intent

 

At Cooper Perry we provide a range of opportunities throughout the two year rolling programme to ensure all children in Nursery and Reception develop a love of learning, resilience and independence.

 

We intend:

  • To understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
  • To prepare children to reach the Early Learning Goals at the end of the Foundation Stage and ensure children make at least good progress from their starting points.
  • To develop partnerships with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
  • To create an indoor and outdoor environment which is stimulating and supports learning.
  • To support transition into KS1.
     

Implementation

At Cooper Perry we follow the Early Years Foundation Stage Curriculum (EYFS). The EYFS Curriculum has seven main areas of learning:

Prime

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

Specific

  • Literacy (Reading and Writing)
  • Mathematics
  • Understanding the world
  • Expressive Arts and Design

 

Our curriculum is child-centred and is based upon ‘wow’ experiences and topics which engage the children. We encourage active learning to ensure the children are motivated and interested. All areas of the EYFS curriculum are followed and planned to ensure there is a broad, balanced and progressive curriculum. Weekly and medium-term planning is completed which meets the needs of all children, incorporating a holistic approach to teaching and learning.

Each week, the children will work with an adult to complete adult led literacy and maths tasks as well as a range of child initiated tasks, through both the indoor and outdoor provision. Continuous provision practise and principles begin in EYFS and support children to develop key life skills such as independence, problem solving, perseverance and resilience. During continuous provision the children are encouraged to use and develop taught skills independently. Throughout the school day, children at Cooper Perry will have the opportunity to work independently and collaboratively with their friends and different members of staff.

To support our wider curriculum, we provide regular opportunities for parents and carers to come into school and work with their child, share their work and celebrate success together. We keep parents informed and meet regularly with them to ensure their child’s transition into school and through the EYFS is happy, allowing them to reach their potential with support if required. This includes transition days, nursery visits, sharing learning sessions, parent workshops, teddy bears picnic, parent share (evidence me), class assemblies, open mornings and parents lunches.  Parents’ evenings take place once a term, however, additional meetings are scheduled, if required, throughout the year.

We also support the transition into Key Stage 1 for both child and parents. We prepare children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of EYFS and the start of Year 1. Parents have the opportunity to meet with new teachers and visit their child’s new learning environment at our ‘meet the teacher’ evening.

 

Impact

We aim to ensure that our children’s progress across the EYFS curriculum is good from their individual starting point. We strive for children to reach the Early Learning Goals at the end of Reception and to be at least in line with National Expectations.

At Cooper Perry we use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills. Our assessment judgements are moderated both in school and externally with local schools. We are moderated by Staffordshire Local Authority which validates our school judgements.  

By the time our children leave Reception, we strive for them to be independent, passionate and resilient learners who are confident to solve problems and continue their learning journey into Key Stage 1 and beyond.