Early Years

Our Early Years Curriculum

Intent:

Children starting school start a life-long learning journey.  Our curriculum, our long term plan and what we are going to teach is supported by a meticulously planned environment that enables children to learn through play – to be excited, enthralled and enhanced by the provision.  In Teddy class Year R learn skills and knowledge through a carefully balanced approach of independent learning time and adult-led small group activities. The learning space evolves to meet their needs and to enable their next steps.  We provide equitable experiences that enable all children to progress from all starting points.  

In Reception they learn through play.  Play is at the heart of what EYFS enables.  We strive for our children to be adventurous, confident, resilient community members who revel in the joy of learning.  We plan for engagement and set expectations that children will learn through their play.   

“Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults.” [Statutory Framework for the EYFS- 2021] 

Based on the Early Years Foundation Stage Development Matters Guidance, we have 12 Curriculum goals.  

EYFS Curriculum Long Term Plan

Phonics and Early Reading

Reading is the most important skill that children will learn at school and as such, it receives a high priority in our curriculum, not least the acquisition of early reading skills. This is achieved through a systematic phonics programme. The school has recently adopted the Read, Write, Inc phonics programme (which has been approved by the Department for Education).

Read Write Inc. Phonics is the UK’s number one systematic synthetic phonics programme. Children develop reading fluency and comprehension, spell and write with confidence and learn to articulate their ideas and understanding.

• Every lesson connects with the last and each activity connects with the next: the phonics, the reading and writing. 

• Children work in targeted progress groups so they can all participate. No child is ever left behind. They are assessed each half term to ensure the speediest progress. 

• Talking is at the heart of every lesson. Children learn the routines that enable them to explain and practise what they’ve been taught with a partner.

Towards the end of Year 1, pupils undertake a phonics screening assessment. They are normally expected to identify at least 32 of the 40 sounds and words presented in order to meet the expected threshold. Those who fall below the threshold will receive further support in Year 2 in order to meet the threshold when they are assessed again at the end of Year 2.

Pupils are normally introduced to phonics in their pre-school setting although they may use other programmes to the one we use at Shebbear School.

You’ll find more information on phonics for parents and carers here:  (Currently being updated)

Maths

Reception Maths Year Overview

Reception-overview – Using Mastering Number