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Woodthorpe Primary School

Welcome toWoodthorpe Primary School

Early Years Curriculum

Intent
At Woodthorpe Primary School we offer a curriculum rich in wonder and memorable moments. We work hard to provide a stimulating environment that provides exciting opportunities, promotes curiosity, exploration, adventure and a real love of learning and being rich in first hand experiences.


It is our intent that all children develop physically, verbally, cognitively and emotionally in an environment which values all cultures, communities and people. We aim for our children to be confident and independent learners, to be happy, excited and cared for. We understand that play is an integral part of learning and this is at the heart of our early years curriculum. We believe that the correct mix of adult directed and uninterrupted child initiated play ensures the best outcomes for pupils. All environments are based on the Reggio Emilia approach with each classroom being thoughtfully planned, very welcoming and aesthetically pleasing. Our outdoor spaces mirror that of the indoor, bringing a sense of togetherness, celebrating nature and the natural world.


We recognise the crucial role that early year’s education has to play in providing firm foundations upon which the rest of a child’s education is successfully based. Both the nursery and reception curriculums are designed with the intention of ensuring that children are ready for the next stage of their education having secured strong foundations, particular within communication and language, from which to grow.

 

Implementation
At Woodthorpe Primary School we prioritise creating a ‘language rich’ environment through the use of songs, nursery rhymes, stories and providing time for quality interactions between adults and between peers. Trained staff ensure that interactions are positive and progressive, allowing children to flourish and gather words at pace in order to become confident communicators. Children are encouraged to become early readers through enjoyment of books and the systematic teaching of phonics.


The curriculum is taught through provocations which are enriched and enhanced in such a way that values children’s interests. These are chosen carefully to encourage children's speech, language and communication development and provide opportunities to ingnite children’s minds. All planning is flexible and responsive to children’s needs so plans can be changed and adapted dependent on children’s interests. However, we recognise that children need a starting point, a stimulus from which to grow. For this reason, we have developed the EYFS curriculum around ‘curriculum themes’ which enable the children to be exposed to new areas of learning that enable children to deepen their knowledge and understanding. Providing them a broad, balanced and progressive curriculum which allows the opportunity to explore, discover and figure things out.
 

We understand the importance of parental partnerships and believe that our parents have a crucial role to play in their children's education. We work hard to create strong partnerships between home and school.  Parents receive regular updates on Tapestry that capture the key moments in their child’s development. Parents are encouraged to add to these and share the experiences that children have gained outside of the school gate, ensuring a well rounded view of each child’s learning journey.

 

As part of the learning and teaching process, children are assessed in relation to their progress towards the Early Learning Goals. These judgements are made on the basis of accumulative observations and in depth knowledge of the children acquired through ongoing assessment. These ongoing assessments are used to inform planning and next steps in teaching and learning for all children throughout the year.

 

Impact

In 2019, 73% of children achieved GLD with an average score of 37 points, both being above national averages. There still remains a gap between the attainment of boys and girls within the setting with girls achieving 20% more at GLD. The % of disadvantaged pupil achieving a Good Level of Development was above that of their non-disadvantaged peers. 

 

Children leave EYFS with positive attitudes to their learning. They are able to demonstrate high levels of concentration and listen intently and respond positively to adults and their peers. Through their own curiosity and engagement they are active learners and ready to take the next steps within their learning.

 

Parental voice remains strong and, despite falling children numbers in the local area, parents are voting with their feet and our numbers remain positive for both our nursery and reception intakes.

 

Drawing on the excellent relationships and engagement seen within Early Years, the school’s Leadership Team is eager to draw on this best practice and influence further into KS1. As a result, pupils in year 1 are now exposed to an increasingly more creative, child focussed curriculum & environment. 

 

 

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