EYFS Curriculum Overview

Welcome to Early Years!
 
'We deliver a broad and balanced curriculum that provides hands on experiences, promoting curiosity and a lifelong love of learning. We support every child to reach their fullest potential.' 
RRS - Article 29 
 
 
This year we have had an exciting change for our 'Early Years Foundation Stage'. We are taking part as 'Early Adopters' of the new EYFS curriculum, which will be statutory from September 2021. 

At Sladefield Infant School we endeavour to ensure that children “learn and develop well and kept healthy and safe.” We aim to support children in their learning through “teaching and experiences that gives children the broad range of skills that provide the right foundation for good progress through school and in life.” (Statutory Framework for the EYFS 2012)

 We strive to give each child the best possible start in life. We have high expectations of all children and encourage them to develop independence throughout their time in Early Years. We are committed to providing high quality care and education and we aim to provide a wide range of learning experiences. Children’s interests, previous experience and needs are carefully considered when planning for their learning.  

Here at Sladefield, we believe that learning through play is a  fundamental part of every child's development. Child initiated learning, play and practical hands on experiences underpins our approach and ethos.

Through play, children develop a number of skills such as language, their emotions and creativity, social and intellectual skills. Play gives our children the opportunity to pursue their own interests and inspire those around them. The children learn to adapt, negotiate, communicate, discuss, investigate and ask questions. Children are able to able to practise and learn new skills and revisit prior learning and experiences at their own level and pace. Independent learning takes place indoors and outdoors and it is in these different environments that children explore and discover their immediate world. Child Initiated  learning is natural and spontaneous , where practitioners support, model and provide time, space and appropriate resources to extend, inspire and enhance  independent learning.  We believe it is important that adults take an active role in child initiated play through observing, modelling, facilitating and extending their play. All practitioners value child-initiated learning and provide safe but challenging environments that support and extend learning and development.