EYFS

Our EYFS curriculum ensures that all children have the opportunity to access first hand experiences, engage with visitors, have access to high quality resources and exploit the outdoors. Our locality provides many opportunities to work within the community and alongside community partnership groups.

SMSC plays a significant part in all subject areas, ensuring our children excel and become confident learners who strive for excellence. Our own values, British values and those values and beliefs of others are permeated throughout our subject areas.

Our curriculum encourages our learners to be resilient, display empathy, be courteous, demonstrate perseverance, be challenged, cooperate, develop friendships, build self-confidence, encourage courtesy, politeness, trust, happiness, safety, honesty and self-control. This is evident through our practice and the way in which our pupils are supported and steered to achieve.

We highly value our stimulating learning environments, both indoors and out, to ensure that children have access to high quality resources, display, documentation and learning opportunities, to encourage and exhibit a thirst for learning and deepening knowledge.

At Academy 360, we recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways and at varying rates. Therefore, in the EYFS, we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the requirements of: boys and girls; children with special educational needs; children who are more able; children with disabilities; alongside children from all social and cultural backgrounds.

We meet the needs of all our children through:

• Planning opportunities that build upon and extend children’s knowledge, experience and interests, and develop their self-esteem and confidence
• Using a wide range of teaching strategies based on children’s learning needs
• Providing a wide range of opportunities to motivate and support children and to help them learn effectively
• Providing a safe and supportive learning environment in which the contribution of all children is valued
• Using resources which reflect diversity and are free from discrimination and stereotyping
• Planning challenging activities for children whose ability and understanding are in advance of their language and communication skills
• Monitoring children’s progress and taking action to provide support as necessary

It is important to us that all children in the school are ‘safe’. We aim to educate the children on boundaries, rules and limits and to help them understand why they exist. We provide children with choices to help them develop this important life skill. We firmly believe that children should be allowed to take risks, but need to be taught how to recognise and avoid hazards. We aim to protect the physical and psychological well-being of all children.

In reception class at Academy 360, the curriculum is designed to recognise and build upon children’s varied prior learning, from previous settings and their experiences at home. We aim to provide first hand learning experiences, whilst allowing the children to build resilience, ambition and integrity. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values ensuring all children have equal entitlement to an ambitious curriculum. Our key overarching principle in reception class is based upon the Inquiry approach, ‘Place we want to go and things we want to know’. We provide enhancement opportunities to engage learning and believe in our first experiences and promote curiosity.

At Academy 360 the first experiences children encounter in school are happy, nurturing and positive. This enables pupils to develop a lifelong love of learning. Community and parental involvement is an essential part of our curriculum as we celebrate many local traditions, learning new skills to enable the children to take an active role in events throughout the year. Throughout their time in reception class, the children develop a sense of belonging to our school community, ready to transition to Year 1 the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners.

We intend:

• To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
• To understand and be fully inclusive when following children’s interests; providing opportunities throughout our reception curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps regardless of need.
• Highly skilled staff who provide a range of teaching styles, including play-based learning, teacher directed learning and self-directed learning to gain the best possible outcomes for all.
• High quality resources and teaching sequences to support all children to make excellent progress from varied starting points, with the aim of maximising the number of children attaining Early Learning goals at the end of reception class.
• To create an ambitious and challenging learning environment, both indoors and out, where children are able to build upon prior learning and make connections within their broad and balanced curriculum, increasing cultural capital.
• To support a successful transition into KS1.

Reception class follows the new updated Early Years Statutory Framework for the Early Years Foundation Stage, November 2024, by the DfE. This framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum, the Educational Programmes. We deliver a curriculum that is child-centred and is based upon the ‘Inquiry’ and ‘Curiosity’ approach; resources, experiences and topics will engage the children and encourage them to make connections within their learning. We encourage active learning to ensure that the children remain motivated and interested, whilst fostering a curiosity to know more. We take time to get to know and understand children’s interests and their likes to support learning. All areas of the EYFS curriculum are promoted and planned to ensure there is a broad, balanced and progressive curriculum and learning environment. Due to contextual need there is a particular focus upon oracy opportunities within the reception class, as well as an emphasis on being literacy rich, by selecting high quality texts, and rhymes.

The children learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum:

• Personal, Social and Emotional Development
• Physical Development,
• Communication and Language,
• Literacy,
• Mathematics,
• Understanding the World,
• Expressive Arts and Design

These 7 areas are used to plan children’s learning and activities. Planning for this curriculum is designed to be flexible so that a child’s unique interests are supported. Children often commence reception class with very low starting points and often have language and communication needs. Staff provide high quality, bespoke interventions for those children who have an identified need.

We have high fidelity to the RWI synthetic phonics programme. This enables all children to make good progress and to become fluent and confident readers. We also have implemented the Mastering Number programme for Maths - Number Sense, which supports the development of secure foundations of fundamental basic maths skills. This programme actively engages children following the ‘I do, we do, you do’ approach.

Continuous provision supports children to develop key life skills such as independence, innovation, creativity, enquiry, analysis and problem solving. To engage children and build upon prior learning and follow their interests, staff deliver the ‘inquiry’ approach, using talk to promote discussion, gather thoughts, prior knowledge, starting points, address misconceptions and develop oracy skills when presenting facts or ideas. Whilst using this approach, staff implement PL@360, our teaching and learning model.

During the school day, children have the opportunity to work independently and work collaboratively with their friends and members of staff. Daily guided activities are also planned to cover different areas of the reception curriculum and allow children to develop their next steps in learning. Through observation, discussion and reflection, areas of need and next steps are identified for all children to ensure good progress is made. A range of stimulating and engaging activities, which the children can access independently, as well as a variety of opportunities for child-initiated play, where learning can be rehearsed, are provided.

Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collated in our documentation displays, floor books, social stories and staff’s verbal evaluations of the learning and opportunities that have taken place at the end of each day. We regularly assess where the children are, using ‘Development Matters’ and then ensure our planning, adult interactions and learning environment, including continuous provision, support children to reach their next steps. We include interventions for groups or individuals if and when necessary.

Children in reception class learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and outside. Our outdoor areas are used all year round and in most weather conditions. We ensure activities support the Characteristics of Effective Learning to ensure learning takes place. 

These are:

• Playing and Exploring – children investigate and experience things, and have a go
• Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
• Creating and Thinking Critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things.

We strive to ensure that all our children make good progress following a broad and ambitious curriculum from their varied and often low starting points. We also endeavour for children to reach the Early Learning Goals at the end of Reception, by making outstanding progress. This is typically achieved. Evidence on documentation displays, floor books, observations made by staff and captured work around the learning environment supports outcomes in all areas of the EYFS curriculum.

The impact of our curriculum is measured by assessment procedures which allow us to measure outcomes against all schools nationally. We measure the percentage of pupils achieving age related expectations throughout the academic year, and put supportive interventions in place if and when needed. Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills at a good pace. Summative assessment compares children’s attainment to age-related expectations using the bands in Development Matters. This is tracked and analysed using our in-house systems to ensure rates of progress are at least good for all children, including vulnerable groups such as those with SEND, disadvantaged or summer born children. Our assessment judgements have been moderated, both in school and externally with local schools anothers in our trust. We also partake in local authority moderation which has validated our school judgements.

In addition to this, and perhaps most importantly, the impact of our curriculum is also be measured by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens. We support all pupils to be ‘school ready’ and have our school values embedded by the time they leave reception, preparing them for their future.

At Academy 360, we firmly believe that all children deserve the care and support needed to have the best start in life. Within the early years, they develop at a faster rate than any other time in their lives. Experiences in these years have a major impact on their future life chances. The Early Years Foundation Stage (EYFS) at Academy 360 encompasses what children learn and how they learn. They learn through play with attentive adults who tune in and interact positively and supportively to children. We acknowledge that getting it right in the EYFS is about children’s right to being and belonging as well as becoming. Children in reception at Academy 360 are nurtured, enabled to play, explore and discover themselves and the world around them.

To some extent, here at Academy 360, we see the depth of children’s learning in linear from, whereby, as we track their progress, we do so in this linear manner. The steps pupils take each day, week, month or term lie in a linear progression and, as the children move through the steps in the year, some will ultimately end up further down the line. This encourages us to consider how our provision meets the needs of all learners, particularly in the summer term for those pupils working beyond the Early Learning Goal.

Nonetheless, within reception we take the view that depth is always present, even when new learning is happening. This allows us to deliver the curriculum in layers, providing challenge within the session and allowing children to find challenge at all points in learning. Here, the depth of learning is a second entity and somewhat two-dimensional. Learning and opportunity is heavily supported by a strong understanding of learning and development across the team. It is strengthened by our skilful practitioners, who utilise communication, vocabulary and narrated play to stimulate thinking skills. It is enabled by our well-resourced and carefully planned environment, that provides resources, opportunities, risk-taking and connections. Then, all of this is ensured through the relationships that we have with each of our children, our knowledge of their interests, motivations and well-being. This inevitably supports our pupils to be heavily involved in their play and build upon something that may be suggested or introduced as new knowledge or a new skill. Very often, what begins as an idea, discovery or planned activity, grows into a varied and organically evolved project.

The depth of children’s learning and development is carefully captured in practitioners’ daily reflections and documentation, allowing our provision to grow and provide our children with what they may want or need to take their learning to the next level.

Personal Social and Emotional Development involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

At Academy 360, we consider the individual needs, interests, and stage of development of each child in our care, and use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. Practitioners working with the youngest children focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school. Personal, Social and Emotional Development is a key element of these prime areas and thus is pivotal in ensuring the best practice and secure progress of our learners.

Personal, Social and Emotional Development, just like each area of learning and development, is implemented through planned, purposeful play and through a mix of adult led and child initiated activities. Nonetheless, it is also deep-rooted in our best practice and early years philosophy. Play is essential for children’s development. Children learn by leading their own play, and by taking part in play, which is guided by adults. Practitioners will respond to each child’s emerging needs and interests, guiding their development through warm, positive interactions. Alongside this, each child is assigned a key person. This key person ensures that every child’s learning and care is tailored to meet their individual needs. The key persons engages with and support parents and/or carers in guiding their child’s development at home, whilst also scaffolding their wellbeing, where appropriate.

At Academy 360 our children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. Our setting is of high quality, welcoming, safe and stimulating, and where children are able to enjoy learning and grow in confidence.

If a child’s progress in any prime area gives cause for concern, including PSED, practitioners will discuss this with the child’s parents and/or carers and agree how to support the child. Practitioners will consider whether a child may have a special educational need or disability that requires specialist support. Academy 360 will link with, and help families to access, relevant services from other agencies as appropriate.

Communication and Language underpins everything that we do in EYFS at Academy 360, from the calm, neutral and inviting environment, to the directed and carefully planned sessions for our pupils. We acknowledge that our staff are the best resource in your setting to support a child's language and communication development. We value that young children need lots of opportunities to have conversations with our adults and to hear them modelling language and introducing new words. We know that our children learn language better when they're engaged with things that fascinate, challenge and excite them., and they need to hear and say new words often to strengthen the connections in their brains and to keep building their vocabulary.

With this understanding at the forefront of our practice, our team of staff are highly trained to ensure that they provide the best opportunities for talk, such as: directed ‘Talk Through Stories’ sessions; targeted weekly tier two words; high quality interactions with pupils during play; targeted NELI sessions; Colourful Semantics; specialist Language and Learning intervention programmes; speech and language therapy in house; and may more.

Early reading is developed at Academy 360 using a balanced approach that focuses on both language comprehension and decoding. This approach is underpinned by a framework known as the Simple View of Reading and is well-supported by evidence.

To support reading development, our children benefit from a range of complementary activities, including those focused on vocabulary development, language structures and the development of background knowledge. This is evident through our Talk Through Stories sessions, book-rich environment, story times and reading spine. Storytelling and shared reading activities have consistently been shown to improve children’s language comprehension skills over recent years at Academy 360. Parents are also be encouraged to use a version of shared reading with their children at home, which is enhanced through workshops and supported resourcing.

To support the development of decoding, our children benefit from their access to our phonics programme, Read, Write Inc. Our programme has high impact upon our pupils’ development and is: 

• Systematic—uses an explicit, organised and sequenced approach, as opposed to incidentally or on a ‘when-needed’ basis.
• Offers training — ensure all staff have the necessary pedagogical skills and content knowledge;
• Responsive — checks if learning can be accelerated or extra support is needed;
• Engaging — engages our children and is enjoyable to teach; and
• Focused — uses a dynamic approach to grouping children, which helps to focus effort and improve teaching efficiency by building on what children know and can do.

Typically, the vast majority of our pupils leave reception at or above the expected standard for their age in reading.

• Play
•  Active Learning
•  Creativity and Critical Thinking

Our policy on teaching and learning defines the features of effective teaching and learning in our school. These features apply to teaching and learning in the EYFS, just as much as they do to the teaching in KS2. Features that relate to the EYFS are:

• The partnership between teachers and parents, so that our children feel secure at school and develop a sense of well-being and achievement;
• The understanding that teachers have of how children develop and learn and how this affects their teaching;
• The range of approaches used that: provide first hand experiences; opportunities to rehearse, practice skills and apply knowledge; give clear explanations; make appropriate interventions; extend and develop play, talk and vocabulary, or other means of communication, by ensuring high quality interactions take place by all;
• The carefully planned curriculum that helps children work towards the Early Learning Goals throughout the EYFS;
• The provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities;
• The encouragement for children to communicate and talk about their learning and to develop independence and self-management;
• The support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment;
• The identification of the progress and future learning needs of children through observations, which are shared with parents;
• The good relationships between our school and the settings that our children experience prior to joining our school.

At Academy 360, we recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the children’s progress.

We provide for a range of needs through our enabling environment within the early years, and resources are to hand for all boundaries. Expected codes of practice are established and maintained so that every individuals’ needs are met and are intrinsic to play.

Both indoors and outdoors, our children explore, enjoy and discover at their own pace. Their needs are met and their expectations exceeded with access to rich areas full of irresistible stimuli and contexts for play. Spaces are tailored to ensure progress across the whole curriculum, whilst securing key skills that provide the foundations for future learning, thus making our pupils ‘school ready’. There are spaces to work independently, collaboratively and as part of a group or class.

Outdoor learning at Academy 360 is consistently available to the children in a way they can access, take risks, be creative, physical and sometimes messy. The outdoors can become a place for adventure with different ways of meeting children’s needs that will inspire and motivate. This is also enhanced through weekly Forest School and Beach School sessions. With appropriate clothing, equipment, staff and shelter from the elements, all children can experience the changing seasons, expanding their understanding of their world and enjoy it to the fullest, whatever the weather and whatever their needs.