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Early Years Curriculum

EYFS Curriculum


Children in our nursery and reception class follow the revised Early Years Foundation Stage Framework. This lays a secure foundation for future learning that is planned around the individual needs and interests of the child. At New Road we recognise that children learn and develop in different ways and have their own learning styles.  They learn by playing, exploring, being active, and through creative and critical thinking which takes place both indoors and outdoors. There is a mixture of child initiated and teacher led learning opportunities.
Children are taught the social skills of sharing and caring, following instructions and are encouraged to develop their speaking and listening skills.

There are three Prime Areas of learning and development:
•    Communication and Language
•    Physical Development
•    Personal, Social and Emotional Development 

These prime areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive.
Children are also supported in 4 specific areas, through which the 3 prime areas are strengthened and applied.

These are:
•    Literacy;
•    Mathematics;
•    Understanding the world; and
•    Expressive arts and design. 

All our children have access to a stimulating and challenging environment that has a strong emphasis on learning through play and first hand experiences. Our planning is based on the principle that children learn most effectively when they are interested and motivated by the activities they engage with. Therefore children’s individual interests are used as a basis for our planning. A balance of planned adult-led activities and child- initiated activities ensures developmentally appropriate differentiation and challenge.

Planning in the Moment

In nursery and reception, we are developing our use of Planning in the Moment.  The basis of this approach is that children have a natural desire to learn and explore. So instead of holding their hand through a variety of pre-set activities, you can allow them to find their own interests, and use this to enhance and build upon their existing knowledge.

It’s often broken down into three stages:

•    The Child’s Spark – This is when the child first shows an interest in something. There should be an air of fascination around the object and concentration in what they are now doing.

•    The Teachable Moment – The teacher will notice this and approach the child. This is the opportunity to extend their interest, by asking open-ended questions and considering ways to apply this interest to other options within the environment.

•    The Documentation – At a later date, you can document the observation. Include the spark, the teachable moment and what you did next. This will help you to map out each child’s interests, and plan an environment that works for them.