Charnwood believes that all children deserve an education rich in memorable experiences that allows our children’s creativity and curiosity to grow, alongside the development of key skills and knowledge. We believe that offering our children a strong foundation and a love of learning gives children the best chance to become well-rounded, happy individuals, ready to succeed in an ever-changing world.
We recognise the importance of giving our children the best possible start to their education that enables them to fulfil their full potential and achieve future success regardless of their various starting points and backgrounds by creating a holistic and inclusive curriculum.
Implementation
The Early Years Foundation Stage (E.Y.F.S.) is the stage of education for children from birth to the end of the Reception year. Children enter the foundation stage at Charnwood in Nursery with the Reception class being their final year of foundation stage.
At Charnwood, we ensure that all children experience the seven areas of learning set out in the Early Years Foundation Stage Framework through a balance of adult lead teaching and child initiated play.
There are seven areas of learning and development. The prime areas are: –
• Personal, Social and Emotional Development
• Physical Development
• Communication and Language
The Specific areas are: –
• Mathematics
• Literacy
• Understanding the World
• Expressive Arts & Design
Our framework is guided by Development Matters to ensure we achieve a progressive model. We seek to create a balance of child led interests alongside a carefully planned curriculum that is tailored to meet the needs of individuals. Our curriculum aims to engage and enthuse all learners through play in a secure environment with effective adult support, following the ShREC approach which focuses on high quality interactions between children and adults.
We have attentive adults allowing the children to explore, investigate and enjoy the learning experience. We help them to practise and develop ideas, concepts and skills in a unique and non-threatening way, without fear of failure.
We foster an environment that supports communication . We believe that the number and quality of the conversations that adults and children have throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners build children’s language effectively.
Practitioners and leaders use assessment well to check what children know and can do to inform teaching. This includes planning suitable activities, providing opportunities for children to practise and responding to specific needs.
Our assessment involves identifying and tracking vulnerable learners to ensure provision and support can be scaffolded up to their needs. Assessment including daily observations are monitored and used to secure timely interventions and support, based on a comprehensive knowledge of the child.
This assessment informs, enhances and develops our long term plan each half term through the use of data analysis, gaps and strengths are highlighted to provide a focus for adult led planning, continuous provision planning and objective led planning for the half term ahead.
The implementation of our approach has a significant impact on the children’s development and learning.
Early Years staff possess expert knowledge of child development and play-based progression, allowing them to support each child effectively. Key workers use their deep understanding of individual children to plan purposeful next steps, while class teachers make ongoing formative assessments that inform immediate and future planning.
Children’s significant achievements are noted and judgements are regularly moderated both internally and with local schools to ensure accuracy.
This approach ensures that children make good progress from their varied starting points and are well-prepared to meet the Early Learning Goals by the end of Reception, aiming to be at least in line with national expectations.
As a result, children develop key characteristics of effective learning such as curiosity, independence, and resilience, and transition into Year 1 as rounded, happy, and confident learners.
When the children leave Reception we assess them by the Early Learning Goals. Your Reception child will receive a report upon leaving Early Years related to these goals.
Woodland Days
“Leaders provide pupils with an abundance of opportunities in addition to their usual
subjects”( Ofsted 2022)
Children access our woodland area regularly for a timetabled Woodland Day visit. Both Nursery and Reception children are stimulated through planned, purposeful and exciting challenges and activities during their time in the woodland and typically experience, over time, an increase in their self-belief, confidence, learning capacity, enthusiasm, communication and problem-solving skills and emotional well-being. Learning is captured, monitored, discussed and built upon each session by all members of staff allowing for the impact of Woodland Days to continue on into the classroom.
We support children to develop their Characteristics of Effective Learning by providing a rich, stimulating environment that encourages exploration, independence, and curiosity. Through well-planned, play-based experiences and thoughtful adult interactions, children are encouraged to investigate, problem-solve, and persevere in their learning. Staff model and promote positive learning behaviours, helping children to develop confidence, resilience, and the motivation to try new things. Regular observations and assessments allow us to tailor support to each child’s individual needs, ensuring they thrive as active, engaged, and reflective learners
Class Dojo is used to capture significant moments and achievements for each child. . It also enables parents to share successes from home too.
Our curriculum progress model ensures progression throughout the Early Years. This model informs the composite planning for all subjects moving into Year 1 (see example below). Subject leaders have a sound understanding of where their subjects sits within our Early Years curriculum and monitor the teaching and learning regularly. Leaders ensure that the learning that is taking place within their subject in our provision is built upon moving into Key Stage 1 through headline data documents that inform all stakeholders each half term.
Please use the link below for further information about Early Reading at Charnwood.
SUAT supports and leads in the set-up of new academies joining the partnership. The services provided by the central support function cover both educational and non-educational support. In terms of educational support, SUAT is linked to the School of Education of Staffordshire University, which is an outstanding ITT provider.