Early Years Foundation Stage
Our Early Years
We are a EYFS setting in a 3-11 Primary School. Allerton Bywater EYFS is the foundation and first steps to our children becoming RESPECTFUL, ASPIRATIONAL, RESILIENT, HONEST and CONFIDENT citizens.
In Early Years our children:
- become respectful through learning about each other and how to communicate effectively.
- are aspirational through the opportunities we provide and the adult support.
- are resilient when they can face something new, tricky or challenging.
- their confidence grows through their increasing awareness of what they can do.
- their honesty is nurtured through warm, caring and understanding relationships.
Throughout a child’s time with us in our EYFS we aim to provide children with the opportunities to learn and develop skills for lifelong learning. We see each child as an individual and as practitioners we have the ambition to unlock their true potential. Our aim is to prepare our children for the future, equip them with the ability to use and transfer their skills across the whole curriculum enabling children to be ready fit for the next stage of their education.
The EYFS Curriculum (revised 2021)
The EYFS curriculum is split into Prime and Specific areas. The prime areas are important because they lay the foundations for children’s success in all other areas of learning and of life. The specific areas provide the range of experiences and opportunities for children to broaden their knowledge and skills:
The Prime Areas of learning are:
- Personal, Social and Emotional Development;
- Communication and Language;
- Physical Development.
The Specific Areas of learning are:
- Understanding the World;
- Expressive Arts and Design.
At the end of the Reception year, pupils are bench marked against the Early Learning Goals for each area. Attainment is described as either: emerging (working below the expected level) or expected (working at the expected level) and these are reported to parents in the end-of-year written report. This is a change from previous years as, under the new Early Adopter framework, exceeding (working above the expected level) have been removed.
Key Worker Groups
In EYFS we pride ourselves on building strong nurturing relationships with our children and families. The role of a key person in an Early Years setting is much more than just a title. It is a requirement of the Early Years Foundation Stage that every registered must be assigned a key person. The key person will be your first point of contact with the school, and is also responsible for exchanging information with you. The key worker groups allow us to really get to know your child well in a smaller group. Each adult in our Foundation Stage is a key worker and responsible for building that crucial key relationship right from the moment your child starts with us. Your child will spend time in their key worker group for morning and afternoon registration, snack time, PSED circle times and to work on small group projects. As a parent this adult will be the person that you will exchange communication with. This is the adult who you would share any worries or concerns with regarding your child’s time in school, worries about home or concerns about learning. A key person’s responsibilities stretch beyond meeting the basic needs of your child. Your child’s key adult should make you feel that their setting is a safe place that you can trust, after all they are your insight into your child’s world whilst they are away from you.
We strive to establish an Early Years environment which provides for all its pupils, a happy and secure environment in which to learn and be cared for. It is a place where every child is recognised as an individual and is helped to understand that they have great value for being themselves. In our EYFS unit we consider the ‘Characteristics of Effective Learning’ which promote positive attitudes to learning, an enthusiasm for knowledge and the confidence to become successful learners.
‘Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.’ Development Matters Document. At ABPS we use the Development Matters Document to support each child’s developmental journey throughout their time in Early Years. We use this to support our assessment of each individual child across the 17 areas of learning.
Tapestry and Class Dojo
In order to assess where the children are in their development and learning, we use an online journal called Tapestry. This year alongside the revised EYFS Framework for 2021 we are now using Tapestry as a staff assessment tool. We will still be sharing information, photos and videos with parents however this will be done via Class Dojo.
At ABPS we use Class Dojo to engage and communicate with our parents. Photos and comments are regularly shared with parents and carers. We also use Tapestry as a method of tracking learning both and home and at school. When you enroll your child with us you will be given log in details for both platforms. Please speak to your child's teacher if you need support to set up your Class Dojo account.