At Edale Rise, we pride ourselves on providing an early years education that allows children to reach their full potential and we are continually striving for every child to achieve a ‘good level of development’. This means that they must be working at age related expectations in all of the prime areas of learning, as well as literacy and mathematics. Last year 68% of children in F2 achieved a good level of development. The number of children achieving this is increasing year upon year.
- Download our 2017-18 Text Overview here.
We strongly believe in the 4 themes of the EYFS. They are:
- Every child is a unique child;
- Children learn to be strong and independent through positive relationships;
- Children learn and develop well in enabling environments;
- Children develop and learn in different ways and at different rates.
The Characteristics of Effective Learning further underpin learning and development across all areas of learning.
We provide opportunities for children to develop knowledge, skills and understanding across the 7 areas of learning in the Early Years Foundation Stage. These are split into the Prime areas; Communication and Language, Physical Development, Personal, Social and Emotional Development and the Specific areas; Literacy, Mathematics, Understanding the World and Expressive Arts and Design.
Foundation Stage staff aim to make each child’s time fun as well as educational. The curriculum is structured to provide opportunities for ‘child initiated’ activities as well as ‘adult initiated’ and ‘adult led’ activities. The daily routine of both F1 and F2 offers opportunities to teach and practise skills through short carpet sessions. In F2, discrete phonics and maths session are taught daily. F1 access ‘rhyme rhythm robot’ and maths sessions several times a week. Children also have access to small group guided sessions.
During continuous provision, teaching staff intervene sensitively to engage, develop and challenge individuals and small groups. We offer a free-flow system where children have access to both classrooms and outside throughout the day. Children are encouraged to access resources independently throughout the setting and to contribute to planning what provision is set out. We always aim to provide resources the children will find interesting and engaging.
We strive to develop strong relationships with parents in the Early Years Foundation Stage. This starts right at the beginning of a child’s journey with us via the home visits we offer. The parents and children are able to meet the class teacher before coming to visit nursery to enable staff and parents to build comfortable and open relationships. Once a child has started nursery or reception, parents are encouraged to come and speak to their child’s key worker at the beginning and end of the day so that both staff and parents can be kept regularly informed. We value the role parents have in their children’s development and ask for regular updates on what the children have been doing at home via the ‘wow wall’ where parents can share those special moments. We hold regular parents meetings and stay and play sessions where everyone is invited to come and join in the fun!
We use an assessment tool called ‘2BuildaProfile’ in order to keep track of children’s observations and build up learning profiles, which will be shared with parents at the end of each term, via email. These observations help us to provide appropriate learning opportunities that will progress and challenge children’s learning throughout their time with us. At the end of the foundation stage we use the Early Years Foundation Stage Profile to report children’s final assessments.
We develop our curriculum according to the children’s interests and needs and use quality texts as our key foci. We follow a ‘talk for writing’ approach and, each half term the children will learn a new story in depth and be able to adapt and invent their own stories based on the book.
In the Early Years it is important to support all children in their learning journey, in order for them to achieve their full potential. Children aged 3 and 4 may be entitled to receive Early Years Pupil Premium funding, which, similarly to Pupil Premium funding for older children, aims to support schools and children in raising academic standards and progress, engagement and well being for these children.
We have used the funding to purchase interventions to support literacy, maths and communications skills. These include ‘Early Talk Boost’ and literacy and Maths ‘5 minute boxes’. We have purchased ‘colourful semantics’ resources to support our EYPP children who also may have communication difficulties or English as an additional language. Resources have been purchased to support children’s engagement and communication development during continuous provision such as role play, small world and resources to support pre-wiring skills. A small amount of money has been spent on enrichment activities for those children, such as, cooking and baking.