Early Years Foundation Stage (EYFS)
The Early Years Foundations Stage
The Early Years Foundations Stage (EYFS), is set by Government and sets the Standards for Learning, Development and Care for children from birth to 5 (Every Child Matters). The standards and principles of EYFS underpin all future learning by supporting, fostering and promoting each child's development in 7 areas of Learning and Development.
The Early Years Foundation Stage curriculum, which is based on government Guidelines from the DFE, is divided into 7 areas of learning. Firstly there are the 3 PRIME AREAS:
Personal, Social & Emotional development
These outcomes concentrate on providing opportunities for the children to become a valued member of the group by learning how to co-operate with others, as well as promoting their self image and self-esteem.
Communication & Language
This focuses on developing the children’s ability in literacy as well as to develop their ability to articulate ideas and feelings. Also, to make them aware that the written word has meaning.
This enables the children to develop and practise their fine and gross motor skills, as well as to increase their understanding of how their bodies work
These prime areas are the most essential for your child's healthy development and future learning. As children grow, the prime areas will help them develop skills in 4 SPECIFIC AREAS
This covers the areas that develop understanding of number, measurement, patterns and shapes through practical activities.
Understanding the World
This gives opportunities for all children to explore and find out about their environment and people and places that have a significance for them. There area a variety of pursuits to stimulate curiosity and observation.
Expressive Arts & Design
This is where children can explore their ideas, feelings and thoughts through a variety of art, music, dance and role play activities.
This focuses on developing the children’s ability in literacy
The pre-school Learning Alliance philosophy is that children learn through play and in line with this we offer lightly structured sessions with a range of activities. All children are encouraged to learn when the time is right and each child's progress is carefully observed to ensure their individual needs are met. We work with smaller groups at story time and at circle time to ensure that each child is given the opportunity to express them -self and build self-confidence. All children come together to enjoy the social development of sharing a healthy and nutritious snack, consisting of fruit and a drink.
A "key-person" will be allocated to each child and their family for the duration of their time at the setting. Overseen by the Manager Helen Style and the Deputy Sharon Rind,, the "key-person" will be responsible for recording observations of the child's progress, planning activities appropriate to the child's stage of development and for liaising with families. Consultations are held each term to discuss the child's progress and in the term before the child moves on to Reception Year, we produce a transition record ("All About Me" booklet), which will help the child's new teacher to get to know them and help them to settle into their new environment. Upon request, the child's progress file is available for you to see at any time. Should you have any particular worries or concerns regarding the child, please speak with the key person in the first instance.
We believe that parental involvement is an essential part of the child's progress within the pre-school. We encourage parents/carers, grandparents or au-pairs to get involved with the group by spending two mornings per term with us, as we believe this creates an atmosphere of familiarity and friendship.
We encourage equal opportunities through play and stories. We welcome parents/carers, grandparents and au-pairs to share their cultures with us through food, costume and traditions.