Welcome to EYFS
We aim to provide a safe, happy and caring environment where children find learning enjoyable and achieve their best. All the learning opportunities that are offered are hands on and relevant and appropriate to the developmental needs of the children. We offer our children a range of first-hand experiences and play opportunities in order to further all areas of their development. We aim to develop children’s independence and confidence by providing opportunities for them to make choices and decisions for themselves through exploration and experimentation.
OUR EYFS TEAM
Miss S Gray- Teacher/ EYFS Leader
Mrs C Cox- Teacher
Mrs C Gibbs- Teacher
Mrs W Taylor- Senior Nursery Nurse
Mrs H Wilmot- Teaching Assistant
Mrs K Watkins- Teaching Assistant
Mrs J Foulds- Teaching Assistant
Mrs J Pilley- Teaching Assistant
Mrs K Hamshaw- Teaching Assistant
Mrs Y Beddow- Teaching Assistant
Learning in EYFS
We support children in using the three characteristics of effective teaching and learning from the Statutory Framework for the Early Years Foundation Stage, which are:
Playing and Exploring.
Creative and Critical Thinking.
When planning learning opportunities, we use the Development Matters in EYFS document.
Our learning during the Spring Term
|Week||Topic||Questions||Core Stories||Language||Curriculum Area|
|Winter||How do we know it is Winter?
How does ice melt?
What animals live in the Arctic/
|One Snowy Night- Nick
The Gruffalo’s Child
|Bare, cold, frosty, mittens, gloves, icy,
dark, snowflake, sparkly, glistening,
penguin, polar bear, seal, walrus,
Arctic, Antarctic, husky, Inuit, moose,
reindeer, icicle, igloo, sleigh, Changing,
season, freezing, melting Squirrel,
hedgehog, fox, mouse, owl, mole, ant,
badger, snake, hare, rabbit, stream,
river, log, woodpile house, tree trunk,
pine cone, moss, damp, branch, twig,
boulder, stump, bird, insect, mushroom,
wood, forest, habitat, furry, prickly,
bushy, camouflage, woodland
|TW- changes (ice)
TW: children know about
similarities and differences in
relation to places
TW-Know similarities and
differences between themselves
|Who was Goldilocks?||Goldilocks and the Three
|Golidlocks, Bears, forest, cottage,
|TW- Talks about why things happen
and how things work.
|Who lived in a Castle?
Are dragons real?
|The Kiss that Missed
|Castle, dragon, real, imaginary, prince,
princess, flag, king, queen, forest,
knight, horse, gallop
|BI- Children represent their own
ideas, thoughts and feelings
through design and technology, art,
music, dance, role play and stories.
|Who celebrates Chinese New Year?||The Story of the First
Chinese New Year
|Celebration, traditions, culture,
(animals name), Jade Emperor, king,
race, ordinal numbers, fair, unfair,
|PC- Children know about similarities
and differences between
themselves and others and among
families, communities and traditions.
Please support us in school by listening to your child read at least three times a week and record this in their Home-School diary. Diaries will be checked each week. Once a child has 3 stamps they will receive a sticker on the reading chart and after 10 stickers each child will receive a prize. You may also record when you and your child have shared a book that they have brought home from the class library. More information about reading in EYFS can be found in the link below
Home Learning Links
Phonics Play Comics are online reading resource. They are used to help the children apply the knowledge that they learn in phonics lessons at school. The comics are suitable for Foundation Stage Two children and Key Stage One.
Our planning identifies essential learning and children’s learning needs. A theme is planned and children are presented with a question to discuss and explore. Learning is based around a quality, challenging age appropriate text and children’s interests are followed within this. Through these areas of interests, progress towards the Early Learning Goals is planned.
Word of the Week
In order to develop children’s language, we will teach adventurous vocabulary. The children will be taught one word each week. These words will be taught alongside other words found within quality, age related texts which the children will access each week. Parents will be informed of the word through Class Dojo and their child’s home school diary.
30 hours childcare
Click on the link below to find out more information.
New Initiative from The Department for Education
Hungry Little Minds Campaign
Children soak up every little bit of stimulation you can give them. It’s all the little things that make a big difference with the development of their speech and understanding of words.
Everyday moments can be used to boost your child’s learning, and they are interested in all sorts of things.
The Hungry Little Minds campaign provides lots of simple tips and activities that you can slot into your routine and that children love:
- Kids will make a game out of almost anything. When you play with them you can see their imaginations light up. Whether it’s I spy while on the bus, peek-a-boo at bath-time or even a game of teddy bears’ picnic at tea-time.
- Kids love to talk about all sorts of things. It all goes in, even when they’re too young to say much back. So just go with what they are interested in.
- Kids love it when you read with them. It all goes in. Every single word. From a book, a magazine, even a shopping list.
Search Hungry Little Minds for simple tips and activities or to find out what’s available where you live and help set them up nicely for school.