Here is a link to our forthcoming ‘play and stay session’ for Nursery

Nursery places September 2024

 

 

Statement of intent

In Early Years we aim to provide our children with an engaging and exciting curriculum that develops natural curiosity, awe and wonder. This was noted by Ofsted who said that at Charnwood: “Early Years is an exciting place to be!” (Ofsted 2022)

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 the 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 practice 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.

Impact

Through implementing the above .

  1. Early Years staff have expert knowledge of child development and understanding of play and progression.
  2. Key workers know their children well use their knowledge of the children to plan their next steps.
  3. Evidence of children’s achievements are recorded in Online Learning Journeys
  4. Class teachers make formative assessments which inform in the moment or future planning and ensure that all pupils build on their current knowledge and skills at a good pace
  5. Judgements are moderated both in school and externally with local schools.
  6. We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to reach the Early Learning Goals at the end of Reception and to be at least in line with National Expectations.
  7. Children demonstrate curiosity, independence, resilience and other characteristics of effective learning.
  8. We create rounded, happy and confident children to transition into Year 1.

Our Charnwood Goals

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. We have also developed our own Charnwood Goals that we encourage our children to work towards during their time in Nursery and Reception. These goals stem from our Charnwood values to ensure that we encourage the children within our care to understand and grow within our values in the hope that they are inspired and achieve.

Woodland Days

“Good ranges of stimulating activities, both indoors and out, are provided by staff in the early years foundation stage classroom. These help to make children confident and inquisitive about the world around them.” Ofsted – 2017

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.

Characteristics of Effective Learning

We enjoy identifying those moments when we learn to our Thinkers Moves.

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Tapestry is used to capture each child’s learning journey. Tapestry videos also provide a tool to enable children to take part in their learning and assessment. Tapestry can be downloaded as an app by parents/carers to access at home. Learning from school can be viewed as well as learning, experiences and adventures shared with family and friends at home uploaded for us to share within school.

Continuing the Learning Journey into Key Stage 1 and Beyond

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.

Early Reading and Phonics

Please use the link below for further information about Early Reading at Charnwood.

Early Reading (including Phonics)

We are proud to be a part of SUA Trust

Join the Trust

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.