Welcome to EYFS!
Welcome to the EYFS class page. Here, you will find out information about what we are learning this term.
What we will be doing in the Autumn term in EYFS...
What we will be doing in the Autumn term in EYFS...
At The Richmond School we place great value on the development of children as individuals and providing them with the skills, knowledge and understanding they need to prepare them for the challenges in Key Stage One and beyond. Our aim in the EYFS is to build strong foundations rooted in academic success as well as moral and spiritual development, so that ultimately our pupils can be successful at university, go on to be active citizens of society and happy, curious life-long learners.
Our curriculum is therefore planned so that they can gain the knowledge, skills and understanding they require for success.
Many of our pupils arrive below national expectations for their age and a high proportion come from disadvantaged backgrounds and with additional needs. We have to teach them how to listen, speak well and meet the high expectations for behaviour by working together and being kind. As such, we prioritise personal, social and emotional development and communication and language in our curriculum. Our environment and quality adult interactions support the children as they begin to link learning to their play and exploration. We have high expectations of all individuals and are passionate about developing a love of reading, writing and number. This is delivered through both structured sessions and extended periods of play and exploration. The provision is often linked to the children’s interests. We value imagination and creativity and seek to create a sense of enjoyment and fascination in learning through a vibrant continuous indoor and outdoor provision, alongside trips and the use of visitors.
Pupils learn through a balance of child-initiated and adult-directed activities led by the Department for Education’s Development Matters document . The timetable is carefully structured so that children have rigorous directed teaching in maths and phonics everyday with regular circle time sessions to focus on PSED. These sessions are often delivered in smaller than class groups so that the teacher can check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.
Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas.
Reading is at the heart of our curriculum. Children follow the rigorous and highly successful Read, Write Inc program faithfully so that they meet good outcomes for reading with almost all children passing the Y1 phonics screening. Our curriculum is planned with a weekly focus on a high- quality text and the children also vote daily for a text to enjoy together at the end of the day.
We use Maths No Problem and the Mastering number programme in Reception, which both apply a mastery approach to learning. Pupils learn to use a range of manipulatives to support themselves and these are available during their independent learning.
Our inclusive approach means that all children learn together but we have some additional intervention and support to enhance and scaffold children who may not be reaching their potential or moving on children who are doing very well. This includes,‘pinny time’ which is a quick, on the spot intervention focused on sounds, sight words and blending with target individuals.
Our curriculum is therefore planned so that they can gain the knowledge, skills and understanding they require for success.
Many of our pupils arrive below national expectations for their age and a high proportion come from disadvantaged backgrounds and with additional needs. We have to teach them how to listen, speak well and meet the high expectations for behaviour by working together and being kind. As such, we prioritise personal, social and emotional development and communication and language in our curriculum. Our environment and quality adult interactions support the children as they begin to link learning to their play and exploration. We have high expectations of all individuals and are passionate about developing a love of reading, writing and number. This is delivered through both structured sessions and extended periods of play and exploration. The provision is often linked to the children’s interests. We value imagination and creativity and seek to create a sense of enjoyment and fascination in learning through a vibrant continuous indoor and outdoor provision, alongside trips and the use of visitors.
Pupils learn through a balance of child-initiated and adult-directed activities led by the Department for Education’s Development Matters document . The timetable is carefully structured so that children have rigorous directed teaching in maths and phonics everyday with regular circle time sessions to focus on PSED. These sessions are often delivered in smaller than class groups so that the teacher can check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.
Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas.
Reading is at the heart of our curriculum. Children follow the rigorous and highly successful Read, Write Inc program faithfully so that they meet good outcomes for reading with almost all children passing the Y1 phonics screening. Our curriculum is planned with a weekly focus on a high- quality text and the children also vote daily for a text to enjoy together at the end of the day.
We use Maths No Problem and the Mastering number programme in Reception, which both apply a mastery approach to learning. Pupils learn to use a range of manipulatives to support themselves and these are available during their independent learning.
Our inclusive approach means that all children learn together but we have some additional intervention and support to enhance and scaffold children who may not be reaching their potential or moving on children who are doing very well. This includes,‘pinny time’ which is a quick, on the spot intervention focused on sounds, sight words and blending with target individuals.